At KRB, our commitment to the wellbeing and formation of our students is at the heart of everything we do. For this reason, we are very pleased to be part of the Respectful Relationships pilot with Independent Schools NSW, an initiative that reflects both the values we hold as a school community and our responsibility to support students in navigating an increasingly complex world.
\nCentral to this work is the importance of listening to student voice. Our student’s experience social, cultural and digital pressures that are constantly evolving, and meaningful education in this area must begin with a genuine understanding of their lived experiences. When we create spaces where students feel safe to speak openly, we not only gain insight into the challenges they face, but we also affirm that their perspectives matter. This sense of being heard is foundational to trust, engagement and growth. In 2025, staff worked with groups of students and classes to listen to their voices and further understand some of the pressures they were facing. This work continues in 2026.
\nThe Respectful Relationships pilot supports us to build the capacity of our students in thoughtful and practical ways. It helps young people to recognise and understand the pressures that can arise in relationships, to respond appropriately and respectfully, and to develop the confidence to make decisions that protect their dignity and wellbeing. Learning how to say no, how to step away from situations that do not feel right, and how to seek support are essential skills for life — skills that empower our students to act with confidence, self-respect and agency.
\nImportantly, this work extends beyond our students. The staff training undertaken in 2025 was of an exceptionally high quality and provided valuable professional learning for our teachers. It also highlighted the ongoing need to continue building staff capacity in this area, ensuring that our teachers and staff feel confident, informed and supported in guiding conversations about respectful relationships with clarity, care and consistency through our SELF + wellbeing programs. We are grateful to be part of a program that supports schools to work together in addressing such an important area of student wellbeing.
\nI congratulate Independent Schools NSW on this important initiative and on their recognition through the LearnX international award. This acknowledgement highlights the significance of investing in respectful relationships education and the positive impact it can have on school communities like ours.
\nAt KRB, we are proud to be involved in this pilot again in 2026 and remain committed to nurturing confident, respectful and empowered children and teenagers who are equipped to make thoughtful choices and to thrive in all aspects of their lives.
", "published-date": "2026-03-27T03:41:47+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/strengthening-respectful-relationships-at-krb/", "wp_id": 20072, "feed_pubDate": "Fri, 27 Mar 2026 03:41:47 +0000", "feed_title": "Strengthening Respectful Relationships at KRB", "author": "KRB Team", "body_chars": 2894, "summary_chars": 602 }, { "name": "Social Cohesion: Living Our Sacred Heart Values in a Diverse World", "slug": "social-cohesion-living-our-sacred-heart-values-in-a-diverse-world", "post-summary": "As we begin this new school year, we are reminded that, with our Sacred Heart values, we are uniquely placed to meet the challenges of an increasingly complex and divided world. At its heart, social cohesion is about how we live together – with respect, compassion, and a shared commitment to the common good -honouring … Continued ", "post-body": "As we begin this new school year, we are reminded that, with our Sacred Heart values, we are uniquely placed to meet the challenges of an increasingly complex and divided world.
\nAt its heart, social cohesion is about how we live together – with respect, compassion, and a shared commitment to the common good -honouring the dignity of every person within our community. As our students and staff returned to school last week, the events of December 14 at Bondi Beach sat heavily with us. In the days following the tragedy, we saw students asking thoughtful questions, checking in on one another, and seeking reassurance — prompting us, as a school community, to reflect on how we respond with care, compassion, and solidarity.
\nOur Sacred Heart tradition reminds us that each individual is created with inherent worth and is deserving of dignity and respect. Social cohesion begins with this belief. It asks us to look beyond difference and to recognise the humanity we share. Cultural, religious, social, and personal diversity are not challenges to be overcome, but gifts that enrich our community when embraced with openness and care. This year, we again welcome students of different faiths and cultural heritage. What a privilege it is to continue to build unity in a diverse community where we have the opportunity to strengthen the social fabric, ensuring that unity is built not on silence or sameness, but on fairness, mutual responsibility and respect.
\nFor many of our teenage girls, the holidays also saw restrictions on social media as the Federal Government’s social media delay came into law. This will, I hope, help young people build the skills needed to form positive relationships with each other and move away from the superficial. Central to social cohesion is the value of compassion. Many of us have seen how social media can, at times, reduce empathy and make it easier to dehumanise difference.
\nEducation plays a powerful role in shaping socially cohesive communities. A Sacred Heart education support young people as they learn to think critically, practise justice and engage respectfully with a complex world. By modelling dialogue, encouraging reflection, and nurturing respectful relationships, we help students grow into people who value both personal identity and collective responsibility. In 2026 at KRB, we will seek out specific opportunities for our students to actively engage with students of other faiths and backgrounds.
\nUltimately, social cohesion reflects our belief in community—one of the hallmarks of the Sacred Heart spirit. It reminds us that we are stronger together and that our differences, when held within a framework of respect and love, deepen rather than diminish us. By living out our Sacred Heart values each day, we contribute to communities that are compassionate, inclusive, and hopeful—communities where every person is known, valued, and able to flourish.
", "published-date": "2026-02-04T05:20:39+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/social-cohesion-living-our-sacred-heart-values-in-a-diverse-world/", "wp_id": 19384, "feed_pubDate": "Wed, 04 Feb 2026 05:20:39 +0000", "feed_title": "Social Cohesion: Living Our Sacred Heart Values in a Diverse World", "author": "KRB Team", "body_chars": 2964, "summary_chars": 608 }, { "name": "Standing Up for Childhood", "slug": "standing-up-for-childhood", "post-summary": "As we move closer to the realization of the decision of the Australian Government to ban social media for adolescents and children under the age of 16, I am keen that all families engage in the discussions on this issue and take steps to support the ban. I am proud of the Government’s stand. The … Continued ", "post-body": "As we move closer to the realization of the decision of the Australian Government to ban social media for adolescents and children under the age of 16, I am keen that all families engage in the discussions on this issue and take steps to support the ban. I am proud of the Government’s stand. The Sydney Morning Herald’s recent opinion piece, “As the world watches, Australia stands up for childhood”, captured the spirit of this moment beautifully. It reminded us that childhood is not a battleground for tech giants or algorithm- it is a sacred space for learning, growing, and being. And now, Australia has taken a bold step to protect it.
\nThis decision is not just about policy. It is about values. It is about recognising the mounting evidence that social media—while powerful in many ways—can also be deeply harmful to young people’s mental health, self-esteem, and development. It is about acknowledging that the digital world, with all its noise and pressure, is not designed with children in mind.
\nI think many of us would agree the line between childhood and adult hood has been blurred, but we also need to recognise that, as educators and parents, we are the stewards of childhood. We are the ones who must draw the line when the world becomes too loud, too fast, too intrusive. This ban is a collective stand for the wellbeing of our children.
\nAs a Sacred Heart School we often speak about the importance of nurturing the hearts and minds of our students. We have long championed digital literacy, respectful relationships, and mental health education and we will continue to do this. In 2025 when we asked parents to supply only a ‘dumb phone’ to children in Year 7 and younger, we wanted to take a stand and many parents supported us in this initiative.
\nChildhood is a gift to be preserved. When we stand together – as a school, as a community, and as a nation – we send a powerful message to our young people: you matter!
\nReference Article:
\nAs the world watches, Australia stands up for childhood
", "published-date": "2025-10-29T03:19:04+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/standing-up-for-childhood/", "wp_id": 18775, "feed_pubDate": "Wed, 29 Oct 2025 03:19:04 +0000", "feed_title": "Standing Up for Childhood", "author": "KRB Team", "body_chars": 2247, "summary_chars": 505 }, { "name": "Untitled", "slug": "18443", "post-summary": "Recent research highlights a troubling trend: reading and literacy rates are in decline across Australia. Over the past decade, educators have seen a noticeable shift in how students engage with text. Many are no longer reading widely or deeply, avoiding non-fiction and extended works that are essential for building research skills, comprehension, and critical understanding. … Continued ", "post-body": "Recent research highlights a troubling trend: reading and literacy rates are in decline across Australia. Over the past decade, educators have seen a noticeable shift in how students engage with text. Many are no longer reading widely or deeply, avoiding non-fiction and extended works that are essential for building research skills, comprehension, and critical understanding.
\nThis is part of a broader cultural challenge. Today’s students often turn first to quick summaries, video platforms, or the top result on a search engine rather than working through a prescribed text. Tools like Wikipedia or even Artificial Intelligence are often used as shortcuts. While these can be helpful resources, relying on them exclusively can hinder the development of deeper analytical skills.
\nAnna Burkey, head of Australia Reads, has described this trend as a “ticking time bomb,” warning that without intervention, we could face significant social and economic consequences within the next 10 to 20 years. Declining literacy impacts not only comprehension and clear writing but also a student’s ability to think critically – skills that are essential in the workplace and in civic life.
\nThe Role of Schools
\nSchools are working hard to counter this decline through explicit literacy programs and initiatives such as Wide Reading and Drop Everything and Read. Teachers across all subjects recognise that literacy is not confined to English lessons alone, it underpins learning in every discipline. At KRB, we continue to teach reading and literacy skills explicitly and embed opportunities to strengthen these through both curricular and co-curricular programs.
\nThe Role of Families
\nHowever, schools cannot do this work in isolation. Children need to see reading modelled at home and experience a culture where books and stories are valued. In the busyness of family life, this can be difficult, but small habits, such as talking about books, setting aside time to read together, and letting children see parents reading for pleasure makes a profound difference.
\nThe Challenge of AI
\nAnother layer to this challenge is the rapid rise of Artificial Intelligence as a “go-to” tool for information. While AI offers remarkable opportunities, it cannot replace the formative process of reading, reflecting, and writing in a student’s own words. Part of our responsibility as educators will be to teach students how to use these tools wisely and critically, without allowing them to erode foundational literacy skills.
\nA Shared Responsibility
\nWe are at a tipping point. If we want young people to manage the complexities of their generation and the challenges of their time, we must ensure they can think thoughtfully, draw on research, and communicate effectively. This requires a shared commitment – from schools, families, and the wider community.
\nAt KRB, we will continue to provide opportunities for students to engage meaningfully with texts, while encouraging a love of reading as both a personal and academic pursuit. We invite families to partner with us in nurturing this culture. Together, we can model to current and future generations the importance of reading, and the enjoyment and learning that comes from holding a book.
\n", "published-date": "2025-08-30T21:27:46+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/18443/", "wp_id": 18443, "feed_pubDate": "Sat, 30 Aug 2025 21:27:46 +0000", "feed_title": "", "author": "KRB Team", "body_chars": 3399, "summary_chars": 546 }, { "name": "Expanding Horizons through the Boarding Experience", "slug": "expanding-horizons-through-the-boarding-experience", "post-summary": "In recent weeks, our staff have had the joy of travelling throughout regional New South Wales, attending expos, meeting with current and prospective families, and experiencing the communities and hometowns that shape so many of our boarders. These visits are a reminder of the deep connection between KRB and the families who entrust us with … Continued ", "post-body": "
In recent weeks, our staff have had the joy of travelling throughout regional New South Wales, attending expos, meeting with current and prospective families, and experiencing the communities and hometowns that shape so many of our boarders. These visits are a reminder of the deep connection between KRB and the families who entrust us with their daughters’ education. Even amidst the challenges faced by many rural and regional areas, we have been struck by the warmth, generosity and spirit of the people we have met.
\nOur Director of Boarding, Mrs Danielle Fairthorne, recently spoke at the Sacred Heart Schools Conference in Brisbane about the importance of student voice in creating a culture of inclusion and excellence. Our boarding team, including experienced staff and health professionals, plays a vital role in supporting each of our 150 boarders. Whether managing individual needs or guiding broader routines such as mobile phone use or homework support, our staff are committed to ensuring that every student thrives, both in the boarding house and at school.
\nEach week, I see our boarders contributing meaningfully to every area of school life, from leadership and academics to sport and co-curricular activities. For many of our rural boarders, sport is a particularly strong source of connection, and they embrace the opportunities available to them with determination and joy. At present, around one quarter to one third of each secondary year level comprises boarders, with approximately 85 per cent coming from regional and rural areas. Their presence enriches our community in countless ways.
\nIn a recent open letter, Amanda Ferrari captured the spirit of relationships nurtured in boarding communities across the country. At KRB, we see how boarding fosters meaningful exchange between city and country. Rural students bring with them a grounded, authentic perspective that expands the horizons of their city peers, just as Sydney offers new experiences and pathways for students from more remote areas. This mutual learning is visible in our community events, including City Country weekends and our Country Immersion Program, and in the growing number of day students who spend time with friends in the regions, whether on farms or in small towns. A quiet but powerful advocacy for regional New South Wales is alive within our school.
\nAt the end of the school day on the last day of term, the father of one of our youngest international students was sitting patiently outside, waiting for his daughter to finish so he could accompany her home to Bangkok. Around him, there was the organised bustle of parents collecting their daughters for the holidays, yet his delight in seeing his Year 7 child was clear. A few weeks earlier, I had spoken to an older student about her journey home for the holidays, as I suspected it was the longest of any of our NSW regional boarders. Her trip was indeed the equivalent, in terms of time, to an international flight. We discussed the journeys of our younger international students and those from interstate. Her awareness of the community she lives in at school, and of the importance of the journey each student takes to and from Rose Bay, highlighted the connectedness of our community and the joy that the diversity of experiences brings to our school.
\nBoarding is a defining part of Kincoppal–Rose Bay. It reflects our values, our diversity and our belief in the potential of every student. We are proud of our boarders, of their resilience, their spirit and the journey they make to access a Sacred Heart education.
\nWe look forward to connecting with more families in the months ahead. If you would like to see where we are headed next, please visit our upcoming events and field days page.We would love to see you if you are in the area.
\nErica Thomas
\nPrincipal
Today on 27 June, we mark the Feast Day of the Sacred Heart. As a Sacred Heart community, we celebrate this Feast throughout this week with some of our most cherished annual events including Procession of the Lanterns and Sacred Heart Day.
\nAs we mark this important Feast, we do so in a world filled with turmoil. The complexity of the time we live in with challenges across all areas of life as we know it – international conflict and geopolitical shifts, climate crisis, social unrest, technological threats to humanity and social unrest- confront us daily.
\nCore to this week’s activities is celebrating the legacy of our life-giving charism, that originated in post-revolutionary France and was brought to this school 144 years ago. The week presents many opportunities to live out our charism and our Five Goals of Sacred Heart Education which encourage us to be the best versions of ourselves in all that we do. Procession of the Lanterns and Sacred Heart Day are much-loved community events, welcoming students, staff and families. They are examples of our commitment to the goal of Building of Community as a Christian Value. What a joy it is to be in a School where we celebrate who we are, together! These events have been an anchor in a changing world – linking students and their families across generations through wonderful, shared experiences. Our student-led community activities on Sacred Heart Day, which this year raised money for four different charities, demonstrate A Social Awareness Which Impels to Action. Lastly, at the Sacred Heart Day Mass, we reflected on what it means to be a child of the Sacred Heart and to have a Personal and Active Faith in God, our 2025 Focus Goal.
\nThe events of this week make us truly grateful for the balance of a Sacred Heart education which gives us room to grow and be nurtured by a strong value set and sense of purpose. In a Sacred Heart school, values act as a compass in a spinning world, enabling us to navigate wisely, take action and reflect on our role in making a positive impact on those around us.
\nErica Thomas
\nPrincipal
After watching successful school swimming carnivals for many years and enjoying the House Spirit, the friendly competition and athletic excellence, I was saddened to read about the demise of school carnivals. To me, carnivals have always helped to build school spirit and culture and are formative in the rhythm of the school year. I have always been of the view that the child who just ‘gives it a go’ often gets as much out of the carnival as the one who breaks a record.
\nThe demise of carnivals has been happening for a while. There are many reasons for this that will vary across schools in different geographical and social demographic areas and include the cost and difficulty of pool hire. Sadly, the ‘safety net’ that once existed through the school carnivals is disappearing.
\nThe article linked below reports that the trend in drownings is going in the wrong direction. Even before the horror of the Easter school holidays, by March this year there had been a 14% increase on the five-year average. In a country surrounded by water, where most of the population live on the coast, what an awful place to find ourselves.
\nSwimming lessons were slow to recover after the pandemic as centres struggled to find coaches and meet the demand. Some children never learnt to swim. Two national surveys from the Royal Lifesaving Society found, alarmingly, that “the children who left primary school without adequate swimming and water safety skills were not improving in high school. That’s when the risk of drowning increases as young people swim with friends and away from supervision.”
\nIn contrast, I watch an outstanding Learn to Swim and Squad Program at KRB Swimming that caters for a range of swimmers and outstanding staff who build a supportive culture for all. I see our students participating at very high levels in both primary and secondary swimming carnivals. In Term 1, I was proud of the number of our students involved in swimming at both State and National level as well as the students who were involved in surf carnivals through their local clubs through to the National level.
\nI would hope that, as a society, we are able to do more in the coming years to improve access to swimming lessons and create generations who are aware of the dangers but who are able to participate and enjoy all our beautiful environment offers.
\nAustralian school swimming carnivals could soon be thing of the past
", "published-date": "2025-05-02T06:07:59+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/17266/", "wp_id": 17266, "feed_pubDate": "Fri, 02 May 2025 06:07:59 +0000", "feed_title": "", "author": "KRB Team", "body_chars": 2613, "summary_chars": 507 }, { "name": "A Personal and Active Faith in God", "slug": "a-personal-and-active-faith-in-god", "post-summary": "For over 200 years, the Religious of the Society of the Sacred Heart have lived the vision of Madeleine Sophie Barat and have been beacons of faith in action. As we celebrate the centenary year of this remarkable woman and her enduring legacy, we hope that 2025 presents an opportunity for spiritual growth for all … Continued ", "post-body": "For over 200 years, the Religious of the Society of the Sacred Heart have lived the vision of Madeleine Sophie Barat and have been beacons of faith in action.
\nAs we celebrate the centenary year of this remarkable woman and her enduring legacy, we hope that 2025 presents an opportunity for spiritual growth for all members of our community, inspired by our chosen Sacred Heart Focus Goal, A Personal and Active Faith in God.
\nOver the course of the year, we will be unpacking this Goal with our staff and students. At the heart of Sacred Heart spirituality is the impetus to discover and make known the Heart of Jesus. It’s that contemplative discovery which is about developing a personal relationship with God. From this relationship comes an Active Faith which is both relational and transformative – focused on strong fostering relationships and transforming our lives and the world around us.
\nOur 2025 Goal presents us with an invitation to be part of the Sacred Heart Journey. It encompasses opportunities to hear more of our Kincoppal-Rose Bay story, the stories of our Society of the Sacred Heart founder, St Madeleine Sophie Barat and the journey of the RSCJ who courageously started our community here in Sydney. Hearing and reminding ourselves of the stories and traditions that have been at the centre of a Sacred Heart education, inspires us to lead lives of purpose and meaning. As Madeleine Sophie wrote: “What is the good of teaching various subjects, of wasting time in learning them, if at the same time we cannot teach children the words of life and touch their hearts and their consciences?”
\nAs we focus on our 2025 Goal, we are reminded of finding balance in all aspects of our lives as we grow in our understanding of our humanity and the relationships we have with ourselves, with others and with God.
\nErica Thomas
\nPrincipal
I recently watched Join or Die on Netflix, a documentary that examines social scientist, Robert Putnam’s Bowling Alone theory. The key messages resonated with me and set me thinking more and more about Putnam’s theory that declining civic engagement has created a civic crisis. Putnam focuses on the decline of democratic and civic thinking in America and the subsequent decline of social capital and belief in and respect for government.
\nSocial capital refers to the connections among individuals’ social networks and the norms of reciprocity and trustworthiness that arise from them. Putnam distinguishes between two types of social capital: bonding capital – networks that are inward looking and tend to reinforce exclusive identities, such a country clubs; and those that are bridging – outward looking, that bring diverse groups together. From these two areas, there is a decline in most types of ‘belonging’. Putnam gives many examples from Church attendance to the significant decline in those belonging to civic service clubs such as Rotary. Many of us would be able to think of similar patterns here in Australia.
\nDriving into local areas and country towns, we used to see evidence everywhere of civic connection points – particularly in road signage – however this is now rare. How did we get to a point where individualism has become more important than community and where lives have become solitary and insular rather than ones where we belong? Putnam points to the impact of television and home entertainment. Of course, today we would also add, the internet and false communities through social media are framing individualism and breaking down civic structures.
\nAt Kincoppal-Rose Bay, one of our Five Goals – Building Community as a Christian Value – asks us to consider how, as a microcosm of the larger world, the School community becomes a place where staff, students, parents and alumnae can be made aware of the power of love to transform society. It acknowledges that in our fractured world, a Sacred Heart Community is seen as a living tradition, where a sense of belonging to a greater whole gives meaning and purpose.
\nBeing part of our Sacred Heart Community is both bonding and bridging – what a gift for our students who, through their education, are given an opportunity to be forces of good in our world. Our already strong opportunities for volunteerism, our promotion of inclusivity and the fostering of civic responsibility and trust, are just a few ways we continue to build a more positive and connected future.
\nErica Thomas
\nPrincipal
Julia Baird’s recent article about ‘grace’ reminds us all that in today’s world, where anger, division and conflict often dominate our lives, and social media and the internet encourage antisocial behaviours and extremist viewpoints, simple values need to remain core to the basis of our interactions. For the sake of future generations, we need to move to a better place where instead of hate, our world leaders model grace and humility and encourage others to become compassionate, empathetic and respectful individuals.
\nSo what is grace? As the article states, grace is: “The unassuming, undemanding and often quiet insistence on seeing the humanity in other people, especially enemies, of giving people the benefit of the doubt, a second chance, a shot at redemption, even when it is undeserved.”
\nGrace, in its essence, is about showing kindness and understanding, even in challenging situations. In a time of harsh online interactions, when world leaders seem so lacking in the ability to value grace, to show empathy and to model respect and kindness, more of us need to stand up for these core values.
\nAs the world watches the final months of the US election campaign, it will be interesting to see whether this higher moral ground at the Democratic Convention can be sustained and a calmer, more civil debate between the two major parties occurs. If they can achieve this, there will be reason to celebrate.
\nAt this point in our history, we have created generations who are divided, who speak quickly of ‘hate’, slowly of ‘love’ and find confirmation of their biases in mainstream media and their internet feed. My hope is that the world becomes more united and future generations learn grace from our current generations, rather than harsh and unforgiving online interactions.
\nAs parents and teachers, modelling grace and humility can help children and young people navigate the complexities of our time. We need to teach the value of compassion and the importance of understanding that we can disagree without becoming enemies and we can live lives of purpose, exhibiting humility and bridging divide. These traits foster an environment of continuous learning and growth, which is essential for personal development, and they encourage open communication and trust which are vital for positive relationships and a meaningful life.
\nThank you to Julia Baird on such a beautifully constructed opinion piece — I wish there were more voices in this space.
\nErica Thomas
\nPrincipal
Our Director of Students, Carrie Scanlan, had the opportunity to hear from key educators recently at the International Girls School’s Conference in the United States. In this blog, Carrie reviews Coming of Age: How Adolescence Shapes Us. This book outlines practical advice for parents (and educators) who are navigating the challenges of raising adolescents in this complex and ever-changing world.
\nAuthor Lucy Foulkes delves deep into the factors that shape adolescence: from navigating risks and relationships to the intricacies of identity formation and emotional turbulence. Drawing on global research and real-life stories, she paints a comprehensive picture that is as insightful as it is empathetic.
\nWhile neuroscience and hormones play their part, Foulkes goes beyond these sciences, weaving in compelling narratives that resonate with the challenges and triumphs of adolescence. She portrays this phase as the first significant chapter in shaping one’s life story — a time ripe with potential for growth and self-discovery.
\nHere are some key takeaways:
\nFoulkes’ approach challenges traditional views, offering insights that may initially seem daunting but will ultimately empower both teens and their guides. For those raising adolescent girls, her wisdom is particularly invaluable in today’s fast-evolving world.
\nIt goes without saying, some of Foulkes’ ideas sit uncomfortably, and are certainly a challenge for those of us who grew up before the latest turn in century. However, we can’t deny that being informed is certainly better than being unaware of the realities of growing up in our current world. Well worth a read for those of us educating and raising adolescent girls!
\nErica Thomas
\nPrincipal
As we enjoy all that the Olympic Games offers the world over the next month, it’s a good time to reflect on why KRB Secondary students are required to play sport as part of our Ignite Co-Curricular Program. The benefits of activity for teenage girls are well researched, and a healthy balance through teenage years sets good patterns for life.
\nRecent research published by Women in Sport found a strong correlation between the skills and athletic participation of women and the development of leadership skills. Research indicates that female executives are more likely to have been involved in sports compared to their counterparts in non-leadership roles. This trend extends to hiring practices as well, with these executives more inclined to recruit other women with a sports background.
\nA staggering 74 percent of female executives believe that sports participation can propel a woman’s career trajectory forward. The top three leadership skills honed on the field or court include seeing projects through to completion, motivational abilities, and team-building prowess. These aren’t just soft skills; they’re essential competencies for any successful leader.
\nMoreover, 52 percent of chief executives have played sports at a university level or higher, underscoring the potential impact of sports on career advancement.
\nReminding our girls that excellence is an attitude, not a skill, and stressing to them that benefits such as learning to work with others, managing the times when they fail and succeed, learning to organise time and equipment and balance commitments are all a part of playing sport, is so important. The sense of belonging to a group or team and sharing experiences provides some of the most formative and joyous moments in a young person’s life.
\nGirls who play sports are more likely to become women who lead. As we strive for greater gender equality and diversity in the workplace, supporting young girls in sports can be a game-changer, paving the way for the next generation of female leaders. Not every girl will be an Olympian — but I encourage our girls to take the opportunity that sport provides and embrace the life lessons it delivers.
\nErica Thomas
\nPrincipal
Reference article: https://womeninsport.org/
\n\n
", "published-date": "2024-08-01T05:57:38+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/girls-who-play-sport-become-women-who-lead/", "wp_id": 15252, "feed_pubDate": "Thu, 01 Aug 2024 05:57:38 +0000", "feed_title": "Girls Who Play Sport Become Women Who Lead", "author": "krb-imageseven", "body_chars": 2376, "summary_chars": 557 }, { "name": "The Digital Connection: Part 2", "slug": "the-digital-connection-part-2", "post-summary": "In a recent blog, I spoke about the compelling research of Jonathon Haidt and his work titled The Anxious Generation’. Another article, published more recently in the Sydney Morning Herald, again addresses the concerning link between technology use and Australia’s falling educational standards. As a country, our heavy investment in technology has not improved our … Continued ", "post-body": "
In a recent blog, I spoke about the compelling research of Jonathon Haidt and his work titled The Anxious Generation’. Another article, published more recently in the Sydney Morning Herald, again addresses the concerning link between technology use and Australia’s falling educational standards.
\nAs a country, our heavy investment in technology has not improved our Reading, Mathematics or Science scores, as reflected in the Program for International Student Assessment (PISA). Australians are among the highest global users of digital devices, averaging four hours per day. Additionally, 40 percent of school students are reporting distractions in Mathematics lessons due to digital devices.
\nThe latest PISA report correlates excessive weekday screen time with up to 20 points lower Mathematics scores. The SMH article again raises the reduction in attention spans of students and the concerns leading educators have in relation to excessive time online.
\nCurrently the Australian Government screen time recommendations are as follows: children younger than two years – no screen time; children aged two to five years – no more than one hour per day; and children and young people aged five to seventeen years – no more than two hours per day excluding schoolwork. However, we know that the time spent on devices is far higher than these recommendations.
\nThe article emphasises the need for a balanced approach to technology in education, highlighting the potential negative impacts of excessive screen time on academic performance and the importance of continuing to teach digital literacy skills, including self-regulation. I can’t help but to think we are also losing, as a society, an implicit understanding of the importance of sport and physical movement in promoting academic success. As concentration levels go down, numerous studies highlight the importance of movement for improving cognitive function.
\nAs young people live increasingly sedentary lives, sport and movement provide a necessary balance. Watching our Primary students on Wednesday afternoons at sport or seeing a team of Senior girls working together, I am constantly reminded – even though they may not be aware – of the psychological and social skills they are gaining that are so translatable from sport to the classroom and life.
\nOver the coming months I want us all to have conversations at School and at home that continue the discussion about screen time. I’ll certainly be talking with our staff about this. How would our students go with a completely technology-free day at school? What impact would this have on our staff? Perhaps now we have reached a tipping point, and if we are to teach students to genuinely learn to manage screen time, the research is there to support the improvement in learning outcomes.
\nReference article: https://www.smh.com.au/national/nsw/how-much-screen-time-is-too-much-this-is-the-answer-to-every-parent-s-question-20240530-p5jhw0.html
", "published-date": "2024-07-19T01:19:55+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/the-digital-connection-part-2/", "wp_id": 15114, "feed_pubDate": "Fri, 19 Jul 2024 01:19:55 +0000", "feed_title": "The Digital Connection: Part 2", "author": "krb-imageseven", "body_chars": 3192, "summary_chars": 582 }, { "name": "Celebrating Sacred Heart Day 2024 – a Reflection of our Core Values", "slug": "celebrating-sacred-heart-day-2024-a-reflection-of-our-core-values", "post-summary": "Sacred Heart Day is not just a day on the Kincoppal-Rose Bay calendar; it’s a celebration of the values that define our community. It’s a time to reflect on our commitment to faith, education, and service. The day’s significance is rooted in our School’s history and the ethos of the Sacred Heart tradition, that emphasises the … Continued ", "post-body": "Sacred Heart Day is not just a day on the Kincoppal-Rose Bay calendar; it’s a celebration of the values that define our community. It’s a time to reflect on our commitment to faith, education, and service. The day’s significance is rooted in our School’s history and the ethos of the Sacred Heart tradition, that emphasises the importance of a personal and active faith in God and the role we each play in building community.
\nOver the last week, I have reflected on the many ways we will live out these core values on Sacred Heart Day. Our student population on the day is one way of looking at this. We are currently enjoying having many exchange students in our School, from our sister schools nearby in Australia and New Zealand, and from our broader network of international schools. Our students have the world at their fingertips, thanks to the robust exchange programs offered through our global Sacred Heart network. These programs are gateways to new cultures, perspectives and friendships, fostering a sense of global citizenship and interconnectedness.
\nOur regular School community is also made up of a broad range of students and staff. On any one day, our students bring a diverse range of backgrounds to their classrooms, and we all benefit from the different perspectives this brings. As Sacred Heart Educators, we ignite both hearts and minds, and our role as staff in this mission is vital.
\nOur Strategic Plan emphasises teaching and learning excellence and our 2024 Sacred Heart Goal: A Deep Respect for Intellectual Values, echoes our desire for each student to strive to be their best, bringing intellectual curiosity and an understanding that learning extends for life, far beyond the classroom. This Goal is deeply entwined with the other Goals of Sacred Heart Education, fostering a holistic development of students as they grow into responsible and informed global citizens.
\nOf course, community is central to our school and who we are. Being part of the Sacred Heart community offers all who choose to connect with it – a sense of belonging. The importance of building authentic relationships in a transient world is also central to our mission. Our responsibilities to our wider community through active service can be seen in many ways across our School.
\nOn the eve of Sacred Heart Day, our boarders will once again participate in the Procession of Lanterns. Our Year 12 girls will raise money for cancer research on Sacred Heart Day, also continuing a wonderful tradition. For the last event of the day, the Harbour Terrace will be transformed into an outdoor stage and our students and staff will perform this year’s Sacred Heart Dance together. What a beautiful community moment bringing laughter and joy.
\nSacred Heart Day 2024 provides us a wonderful opportunity to pause and reflect on who we are as a Sacred Heart School and community. I hope we all find a deep pride in being part of this very special place.
", "published-date": "2024-06-21T04:56:35+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/celebrating-sacred-heart-day-2024-a-reflection-of-our-core-values/", "wp_id": 15058, "feed_pubDate": "Fri, 21 Jun 2024 04:56:35 +0000", "feed_title": "Celebrating Sacred Heart Day 2024 – a Reflection of our Core Values", "author": "krb-imageseven", "body_chars": 2991, "summary_chars": 616 }, { "name": "The Rise of Teenage Mental Illness – The Digital Connection", "slug": "the-rise-of-teenage-mental-illness-the-digital-connection", "post-summary": "I was recently given Jonathan Haidt’s The Anxious Generation – How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Haidt is an American social psychologist who examines the increase in diagnoses of mental illness in Western countries from 2010, using data from US college students and emergency room visits. With childhoods … Continued ", "post-body": "I was recently given Jonathan Haidt’s The Anxious Generation – How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Haidt is an American social psychologist who examines the increase in diagnoses of mental illness in Western countries from 2010, using data from US college students and emergency room visits. With childhoods driven by smartphones, social media and online gaming, we have created a generation who are less resilient and more prone to anxiety and depression. Girls are particularly vulnerable to the negative impact of social media, while boys are more likely to become engrossed in gaming and pornography.
\nHaidt suggests the mental health decline among Generation Z is linked to digital technology rather than the wider global crises such as climate change, economic insecurity and conflict. Supporting evidence includes the British Millennium cohort study, which found a correlation between social media use and depression, especially in girls. Girls are particularly vulnerable because they are more affected by visual social comparison and perfectionism, their aggression is more relational, they more easily share emotions and disorders and sadly, they are more subject to predation and harassment.
\nThe research advocates for a re-evaluation of smartphone use among young people, restrictions on smartphones in schools and protective measures against online dangers to safeguard mental wellbeing.
\nHaidt’s conclusion resonated deeply with me: “Humanity evolved on earth. Childhood evolved for physical playfulness and exploration. Children thrive when they are rooted in real world communities, not in disembodied virtual networks. Growing up in the virtual world promotes anxiety, anomie and loneliness. The Great Rewiring of Childhood, from play based to phone based, has been a catastrophic failure.”
\nAs adults, we need to be aware of the strength of this type of research, ensuring we create as many opportunities as possible for children away from digital worlds, to play, to develop real relationships and to gain a strong sense of self efficacy and worth.
\nI truly believe the range of rich experiences offered at KRB are the very essence of what makes our education so unique. Right from the beginning, students from ELC to Year 12 are encouraged to engage with activities and initiatives across the five program areas of Community and Active Service, Sport and Movement, Creative and Performing Arts, Intellectual Pursuits and Challenges, and Future and Global Competencies,
\nBut we all know it takes a village. At school we will continue to provide opportunities for students to challenge themselves outside the classroom, to try new things and pursue excellence. At home, I encourage parents also to turn away from screens and towards each other more often. The ‘catastrophic failure’ Haidt described can be undone. We must all understand our role in breaking through the barriers of our phone-based behaviours, and believe instead, in our ability to ‘re-write’ the great ‘re-wiring’ of childhood.
\nJonathan Haidt, The Anxious Generation (2024)
", "published-date": "2024-05-03T02:31:48+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/the-rise-of-teenage-mental-illness-the-digital-connection/", "wp_id": 14667, "feed_pubDate": "Fri, 03 May 2024 02:31:48 +0000", "feed_title": "The Rise of Teenage Mental Illness – The Digital Connection", "author": "krb-imageseven", "body_chars": 3188, "summary_chars": 622 }, { "name": "Australia’s Mathematics Dilemma", "slug": "australias-mathematics-dilemma", "post-summary": "For quite some time, I have been an advocate for a balanced education system that ensures students have a depth of knowledge across key learning areas. Australia’s push to improve its educational rankings and the need for a strong STEM based curriculum to meet the needs of our current and future economy, have long been … Continued ", "post-body": "For quite some time, I have been an advocate for a balanced education system that ensures students have a depth of knowledge across key learning areas. Australia’s push to improve its educational rankings and the need for a strong STEM based curriculum to meet the needs of our current and future economy, have long been touted aims of successive governments.
\nIn 2019, Sydney University rightly thought to raise the bar and encourage more students to study higher levels of mathematics as part of their HSC pattern of study. They did so to ensure students entering STEM degrees would have the mathematical knowledge base needed. Educators applauded the move, however other universities did not follow suit. When I read the news in early March that Sydney University had removed their mathematics prerequisites, it challenged me to think once again about the purpose of mathematics in preparing students for the future and the crisis facing mathematics teaching across our State.
\nOf course, not every student doing the HSC goes on to university and a STEM based degree, but there was hope that prerequisites would work in raising the bar and encourage a higher number of students to take harder mathematics courses. However, UAC scaling reports since 2019 show that the introduction of prerequisites has had little to no impact on the number of students taking a mathematics course for their HSC.
\nSo why haven’t these numbers increased given the popularity of this University as a destination of choice for students leaving school? One reason according to the University is due to the shortage of qualified mathematic teachers in Australia. In an increasingly competitive student market, Sydney University wants to ensure it does not disadvantage students who don’t have access to higher level courses at their school because of teacher shortage.
\nIn 2018, almost one in four Year 8 students in Australia were taught mathematics by a teacher whose qualification was in an area other than mathematics, compared to 10 percent internationally. The situation has worsened and this year widespread teacher shortages are being reported across the world, particularly in areas such as mathematics. In some areas of Sydney, two thirds of State schools were reporting staff shortages in key areas such as mathematics at the start of the year, and across the State in regional and remote areas, shortages were worse.
\nOur society depends on our schools and universities to ensure we have a highly skilled workforce able to meet the challenges we face. The missing link has been ensuring there is a pipeline of specialist teachers able to teach higher levels of mathematics, who encourage students to successfully move into STEM based courses at university. While some courses, such as Engineering, Computer Science and Pharmacy at Sydney University still have prerequisites of Advanced Mathematics, we need to keep the bar high and encourage young people to do the highest level of mathematics possible while they are at school. There is no easy answer.
\nThis year, KRB employed a young Mathematics Teacher, Nancy, who has just finished her teaching degree and was offered a Research Scholarship by the Australian Mathematical Science Institute after achieving academic success in her Bachelor’s Degree in Pure Mathematics at UNSW. She was awarded the University’s 2023 Women in Mathematics and Statistics prize. With this level of achievement, we are thrilled that she wanted to teach high school students and is enjoying her first term of teaching this year.
\nI hope young women like Nancy can see the benefits of educating young people and act as role models to our students about the importance of academic scholarship and having a career in education. We hope over the coming years to find more young graduates committed to making a difference in the teaching of Mathematics and a willingness to take on such a rewarding career. Every child deserves a qualified and passionate mathematics teacher.
\nReference articles: https://www.smh.com.au/national/nsw/sydney-university-abandons-hsc-prerequisites-in-diversity-push-20240301-p5f918.html
\n", "published-date": "2024-04-04T22:46:39+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/australias-mathematics-dilemma/", "wp_id": 14648, "feed_pubDate": "Thu, 04 Apr 2024 22:46:39 +0000", "feed_title": "Australia’s Mathematics Dilemma", "author": "admin-ignite", "body_chars": 4657, "summary_chars": 539 }, { "name": "Fostering Connectedness: The Importance of Building Strong Relationships", "slug": "fostering-connectedness-the-importance-of-building-strong-relationships", "post-summary": "“It did not surprise me in the least when millions of girls started making and sharing friendship bracelets at Taylor Swifts concerts this year. I’ve been involved with the education of girls for over four decades. And there is one thing I know for sure; girls are all about relationships.” Trudy Hall (Podcast; On Educating … Continued ", "post-body": "“It did not surprise me in the least when millions of girls started making and sharing friendship bracelets at Taylor Swifts concerts this year. I’ve been involved with the education of girls for over four decades. And there is one thing I know for sure; girls are all about relationships.” Trudy Hall (Podcast; On Educating Girls: The Connected Girl: Episode 1 – ‘Forging Powerful Relationships’)
\nOver recent weeks, I have been listening to the podcasts conducted by the International Coalition of Girls’ Schools (ICGS) reinforcing and developing the principle of connectedness as a protective force for teenage girls. The series — The Connected Girl — looks at different ways teens forge relationships, and the people that are essential to healthy connection in their lives. It is well documented that the challenges facing teenagers are significant, particularly due to an over reliance on social media. Over the last two years I have found myself using the term, ‘the unseen cost of COVID’, as teens navigate relationships,
\nanxiety, perfectionism and feelings of disempowerment. In turn, this has become an equally difficult landscape for parents.
We have always known that for girls, feeling connected plays a crucial role in their development and wellbeing. Increasingly, evidence suggests a diverse group of adults in a young person’s life is even more essential than in the past. These roles are often played by parents, wider family networks and teachers. Strong peer and adult relationships help teenagers navigate the complexities of adolescence and assist in maintaining a positive self-image. In turn these relationships shape both social and academic experiences, enabling students to thrive and go on to lead successful lives. As a teenage girl learns to foster and navigate connections, they develop the emotional intelligence and essential social skills that contribute to fulfilling relationships later in life.
\nThis year, as we approach International Women’s Day, let’s continue to work together on building connectedness to empower the positive emotional growth required to support our students in becoming confident and empathetic young women. Let’s celebrate the men and women who are role models to our young women and ensure they are connected. You may never get a ‘friendship bracelet’ but the long-term reward will be greater!
\nReference: Youth-Adult Connectedness: A Key Protective Factor for Adolescent Health
", "published-date": "2024-03-01T01:13:00+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/fostering-connectedness-the-importance-of-building-strong-relationships/", "wp_id": 14435, "feed_pubDate": "Fri, 01 Mar 2024 01:13:00 +0000", "feed_title": "Fostering Connectedness: The Importance of Building Strong Relationships", "author": "admin-ignite", "body_chars": 2894, "summary_chars": 625 }, { "name": "Untitled", "slug": "14210", "post-summary": "Over the last months we have seen media stories about falling standards and disciplinary problems in many Australian schools. Politicians and educators seem to be in an endless debate about how to ‘fix’ the multitude of issues that detract from a strong educational delivery where it matters most- in the classroom. The additional problem of … Continued ", "post-body": "Over the last months we have seen media stories about falling standards and disciplinary problems in many Australian schools. Politicians and educators seem to be in an endless debate about how to ‘fix’ the multitude of issues that detract from a strong educational delivery where it matters most- in the classroom. The additional problem of teacher shortages across Australia and the pressure this is now putting on all sectors is certainly a concern for all of us. I was horrified recently when Deputy Premier Prue Car stated that over 10,000 classes daily in the public sector were not being covered by a teacher. I expect in 2024 we will continue to hear more negative stories about the state of education.
\nA 2021 study showed 8 out of 10 teachers believed education news is negative (The Educator, August 2021) and a study conducted by Monash University in 2022 called for solutions that improve the ways that teachers are respected, appreciated, and valued, including calls for the media to contribute to a more positive portrayal of the teaching profession (Longmuir et al, 2022.) In another research study over 65 000 media articles were examined, analyzing how teachers were characterized in the print media and concluded that “… ‘teacher bashing’ is the norm when it comes to stories about teachers.” (Mockler USYD July 2022)
\nAt KRB, students have access to a highly professional workforce, and we see each day teachers who care about each student and our school. It is wonderful to watch the relationships our students have with their teachers at KRB. We all remember those teachers who impacted us at school, and I always smile when I hear students thanking staff for the lesson they have delivered or at the end of an activity. Our staff take on so many roles during the school day ensuring our students are safe and have the best possible opportunities to learn and grow. They demonstrate excellence and enjoy their role. Yet so few of our students ever choose teaching as a career.
\nSo, these Christmas holidays I want to give a shout out to all teachers and encourage our community to speak positively about the profession, challenging negative stories when you see or hear them. Teachers give their working lives to improve the lives of others and they are good at what they do. The future of our society depends on young people choosing this most valuable career.
\nHappy holidays to the KRB staff and thanks for a job well done!
\nReference Article: Australian schools are debating how to control bad behaviour (smh.com.au)
\n\n
", "published-date": "2023-12-21T03:54:24+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/14210/", "wp_id": 14210, "feed_pubDate": "Thu, 21 Dec 2023 03:54:24 +0000", "feed_title": "", "author": "KRB Team", "body_chars": 2733, "summary_chars": 510 }, { "name": "Preparing Your Child for High School", "slug": "preparing-your-child-for-high-school", "post-summary": "One of the most rewarding aspects of my role is witnessing students grow and thrive during their educational journey. The transition from primary to high school marks a significant milestone in a student’s life, filled with excitement, anticipation, and a touch of nervousness. An article titled “It makes me nervous: How to help your child … Continued ", "post-body": "One of the most rewarding aspects of my role is witnessing students grow and thrive during their educational journey. The transition from primary to high school marks a significant milestone in a student’s life, filled with excitement, anticipation, and a touch of nervousness. An article titled “It makes me nervous: How to help your child prepare for high school” published in The Conversation earlier this year, resonated deeply with me, as it delves into the concerns parents may have and offers valuable insights to support their children during this critical period.
\nStarting high school can be overwhelming for students as they face new academic challenges, social dynamics, and increased responsibilities. Acknowledge and validate their emotions, reassuring them that it’s natural to feel nervous or anxious. Encourage open communication and create an environment where they feel comfortable discussing their concerns and fears.
\nHigh school demands greater self-discipline and organizational skills. Encourage your child to take ownership of their education by fostering independence. Teach them effective time management techniques, such as creating schedules and prioritizing tasks. Developing strong organizational skills early on will serve as a solid foundation for their academic success.
\nHigh school academics can be more rigorous and specialized compared to middle school. Familiarize yourself with the curriculum, course offerings, and extracurricular activities available at the school. Encourage your child to explore their interests and guide them in choosing courses that align with their goals. Additionally, establish open communication with teachers and the secondary Year Coordinator to stay informed about their progress and any additional support they may require.
\nA balanced routine is crucial for your child’s overall well-being and success in high school. Encourage your child to maintain regular sleep patterns, eat nutritious meals, and engage in physical activity. Establishing healthy habits will not only benefit their physical health but also enhance their cognitive abilities and overall academic performance.
\nThere is a lot of research that emphasizes that the establishment of a strong support system around a teenager allows for a smooth path over the years ahead. Encourage your child to foster positive relationships with their peers, teachers, and other school staff. Engage with the school community yourself, attending parent-teacher meetings, and participating in school events. By building connections within the school, your child will feel a sense of belonging and be more likely to seek help when needed.
\nAs co-curricular opportunities and experiences expand in secondary, your child will be offered a myriad of activities that provide opportunities for personal growth, skill development, and social interaction. Encourage your child to explore their interests and participate actively in their areas of interest. Engaging in these activities fosters a sense of belonging, builds self-confidence, and helps students develop valuable leadership and teamwork skills. It’s also an important way of learning how to win and lose graciously, to compete well and to manage emotions.
\nPreparing your child for the transition to high school requires a thoughtful and supportive approach. By acknowledging their emotions, fostering independence, understanding the academic landscape, emphasizing a healthy routine, nurturing a support system, and encouraging extracurricular involvement, you can empower your child to navigate this new chapter with confidence.
\nReference Article: ‘It makes me nervous’: how to help your child prepare for high school (theconversation.com)
\n", "published-date": "2023-10-12T05:08:12+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/preparing-your-child-for-high-school/", "wp_id": 13632, "feed_pubDate": "Thu, 12 Oct 2023 05:08:12 +0000", "feed_title": "Preparing Your Child for High School", "author": "KRB Team", "body_chars": 3908, "summary_chars": 571 }, { "name": "Untitled", "slug": "13210", "post-summary": "At the end of the soccer world cup, I’m sure many of us have been reflecting on the role that women from across the globe have played in bringing alive women’s sport in this country. We have experienced the highs and lows of our national team, have been thrilled by the level of athleticism on … Continued ", "post-body": "
At the end of the soccer world cup, I’m sure many of us have been reflecting on the role that women from across the globe have played in bringing alive women’s sport in this country. We have experienced the highs and lows of our national team, have been thrilled by the level of athleticism on display and revelled in the spirit of this competition. I’ve not seen this focus on a women’s sporting competition before and, when an estimated 11.5 million Australians tuned into the Australia versus England game, making it the most watched event in Australian television history, the ratings book was rewritten.
\nBefore the competition began, the 23 squad members of the Matildas released a video from the players union, reflecting on the rights for which past and present Matildas have fought and the legacy they hoped to leave (Matildas take aim at Fifa over prize money in video released days before World Cup kickoff – YouTube). Their legacy, I hope, has changed attitudes to their game and, more broadly, the opportunities for women. Over the past few weeks, the Matildas have provided a powerful narrative that challenges gender norms, promotes inclusivity, and empowers young women to engage in sports with confidence. This ultimately fosters a generation of active and confident women.
\nThe Albanese Government’s $200 million pledge for girls’ sport and the Play Our Way initiative, is one step forward, but as most commentators say, is not nearly enough. As a society we need to ensure girls have access to facilities to train and play, are encouraged to stay in sport longer and can reach elite levels knowing they will be paid for their skills. In 2023, women are still a long way from equal representation in the media, equal access to resources in local government areas and for elite athletes, prize money. Let’s continue to advocate for girls and women, galvanizing the spirit we have seen played out during this Soccer World Cup. Thank you Matildas- what a legacy!
\nReference Article: Matildas success: Albanese government unveils $200m girls’ sports fund (smh.com.au)
", "published-date": "2023-08-23T03:58:26+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/13210/", "wp_id": 13210, "feed_pubDate": "Wed, 23 Aug 2023 03:58:26 +0000", "feed_title": "", "author": "KRB Team", "body_chars": 2299, "summary_chars": 462 }, { "name": "Naplan: An Essential Evaluation Tool", "slug": "naplan-an-essential-evaluation-tool", "post-summary": "NAPLAN is an essential evaluation tool that not only helps us gauge our school’s performance but also serves as a valuable resource for parents to understand their child’s academic progress. Earlier this term parents received NAPLAN results based on tests completed in Term 1 of this year. The results looked slightly different to previous years … Continued ", "post-body": "NAPLAN is an essential evaluation tool that not only helps us gauge our school’s performance but also serves as a valuable resource for parents to understand their child’s academic progress. Earlier this term parents received NAPLAN results based on tests completed in Term 1 of this year. The results looked slightly different to previous years with results grouped into four bands.
\nNAPLAN is conducted annually in Australian schools to assess the literacy and numeracy skills of students in Years 3, 5, 7, and 9. It measures their abilities in reading, writing, language conventions, and numeracy. While NAPLAN should not be considered the sole indicator of a child’s abilities, it does provide valuable insights into their strengths and areas for improvement, both individually and in comparison, to national benchmarks.
\nI have always believed that despite its limitations, NAPLAN is an important tool for parents, teachers, and students. NAPLAN results help teachers and parents understand how students are performing in comparison to national standards. It provides students with the opportunity to sit for standardized tests and learn how to manage time and test conditions. It enables schools to tailor our teaching methods and provide targeted support and extension to help each child reach their full potential. It also helps schools identify areas for improvement.
\nWhen discussing the results with your child focus on a few key areas. Emphasize that NAPLAN is just one measure of their academic abilities. Discuss how their efforts and progress over time matter more than a single test score. Encourage them to reflect on their strengths and areas they would like to improve. Reinforce that NAPLAN is an opportunity to identify areas where they can grow and celebrate their achievements, encouraging a growth mindset- that no matter their score they can improve with perseverance. Continue to encourage reading and good habits for study and homework.
\nBy discussing the results positively and focusing on growth, you can help your child develop a resilient mindset and the determination to overcome challenges. Together, as a school and parent community, we can empower our children to achieve their full potential.
", "published-date": "2023-08-08T02:33:44+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/naplan-an-essential-evaluation-tool/", "wp_id": 12967, "feed_pubDate": "Tue, 08 Aug 2023 02:33:44 +0000", "feed_title": "Naplan: An Essential Evaluation Tool", "author": "KRB Team", "body_chars": 2259, "summary_chars": 574 }, { "name": "The Importance of Financial Literacy", "slug": "the-importance-of-financial-literacy", "post-summary": "As adults, we sometimes forget the life experiences we have that help us to make informed decisions. At the same time, we also need to remember the world our current school-aged students are growing up in is so different to ours. There has always been a need for young people to have a sense of … Continued ", "post-body": "As adults, we sometimes forget the life experiences we have that help us to make informed decisions. At the same time, we also need to remember the world our current school-aged students are growing up in is so different to ours. There has always been a need for young people to have a sense of financial literacy but in today’s world where there is less cash, rarely the opportunity to count and check change, digital banking and a bombardment of advertisement encouraging young people to spend, the landscape is more complicated.
\nIt was great to see our Year 11 and 12 Boarding students involved in a financial literacy seminar in late May. There are certainly calls within our broader community for more education in this area. The question to consider is how do we build a strong financial sense in our students so they make informed and sensible decisions in the future? Certainly, raising awareness of this in our school system and working with students in seminars like this helps.However, as a society we need to go further.
\nUnderstanding the dangers of debt, developing money management skills, being able to evaluate different investment options, recognise the benefits of saving, ensuring our students have a strong sense of protecting themselves from online scams and making good decisions about financial technologies, are all necessary skills. While financial literacy is embedded into some curriculum areas, we will be looking at other ways to ensure this important area is integrated into our offerings. I also encourage parents to talk about this with their children more frequently and provide them with opportunities to engage with and learn from experience, in the real world.
\nUnderstanding Mathematics in practice in our rapidly changing world is essential to financial independence and success. It is a vital life skill that can empower young people to achieve their future goals.
\n\n
Reference article: https://www.smh.com.au/money/planning-and-budgeting/could-you-pass-this-financial-literacy-test-most-young-australians-can-t-20230522-p5da7l.html
", "published-date": "2023-06-06T04:50:03+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/the-importance-of-financial-literacy/", "wp_id": 12527, "feed_pubDate": "Tue, 06 Jun 2023 04:50:03 +0000", "feed_title": "The Importance of Financial Literacy", "author": "admin-ignite", "body_chars": 2288, "summary_chars": 525 }, { "name": "The Vaping Epidemic", "slug": "12009", "post-summary": "Schools are deeply concerned by the speed with which vaping has been adopted by a significant proportion of young Australians and by the potential and actual harms to students from nicotine and other toxic chemicals in vaping products. After so successfully winning the war against tobacco and smoking cigarettes, it’s been heartbreaking to see the … Continued ", "post-body": "Schools are deeply concerned by the speed with which vaping has been adopted by a significant proportion of young Australians and by the potential and actual harms to students from nicotine and other toxic chemicals in vaping products. After so successfully winning the war against tobacco and smoking cigarettes, it’s been heartbreaking to see the ease with which producers and suppliers of vapes have managed to successfully infiltrate the teenage market.
\nAt present, it is estimated that around 14% of 12- to 17-year-olds have tried an e-cigarette. While their use is more common in those aged 18-24, the appeal of these brightly coloured, pleasantly smelling and enticingly flavoured devices and the myth that they are not harmful, is of concern. Over recent years, viral online trends, the ease of access and their affordability have enabled these devices to make their way easily into homes and schools.
\nIt is good to see the tide turning in terms of government regulation. In June 2022, Juul, the e-cigarette company in the US, was banned from selling its product in the USA. At this point the company was worth $US38 billion and had marketed itself as the ‘safe’ future of smoking. It continues to fight the ban in the courts. Currently there are multiple companies worldwide producing vapes.
\nCurrently, Australia uses a prescription model for vape supply. This has led to a vast black market supply chain and increasing concern in health sectors about the toxicity and tobacco content of these vapes. Last month, the Therapeutic Goods Administration (TGA) published the almost 4000 public submissions it received in response to the Australian Government’s vaping reform. “All State and Territory governments supported tightening border controls for nicotine vaping products, with most also supporting closing the personal importation scheme and requiring import permits,” the TGA summary said. Amongst these submissions were multiple responses from schools and school sectors as well as health professionals and university researchers. All sectors agree that we are facing a public health emergency and that strong regulations are needed including greater controls on imports, regulation of sales and the banning of colourful misleading packaging.
\nThis week, the Federal Health Minister indicated the Government will pursue a ban on imported disposable vapes and this is aimed at taking vapes out of convenience stores and eliminating the black market trade. I hope the publicity around this will help young people grow in their understanding of the harmful and addictive impact of vaping and that Government controls support and protect the health of this teenage generation.
\nReference Article:Vape ban Australia: Mark Butler to ban disposable vapes (smh.com.au)
\n", "published-date": "2023-05-02T04:13:58+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/12009/", "wp_id": 12009, "feed_pubDate": "Tue, 02 May 2023 04:13:58 +0000", "feed_title": "The Vaping Epidemic", "author": "KRB Team", "body_chars": 2978, "summary_chars": 517 }, { "name": "The Benefits of a Single Sex Education for Teenage Girls", "slug": "the-benefits-of-a-single-sex-education-for-teenage-girls", "post-summary": "Over the last decade, as many boys schools across NSW have begun to move to co-education, enrolments in all girls schools continues to grow. The most recent figures show an increase in enrolments in 96% of single sex secondary schools and this continues to reflect the strong belief amongst parents and teachers that girls, especially … Continued ", "post-body": "
Over the last decade, as many boys schools across NSW have begun to move to co-education, enrolments in all girls schools continues to grow. The most recent figures show an increase in enrolments in 96% of single sex secondary schools and this continues to reflect the strong belief amongst parents and teachers that girls, especially teenage girls, learn best and take more opportunities in a single sex environment.
\nMission Australia’s 2022 Australia Youth Survey showed that girls 15-19 in all girls’ schools coped better with stress, body image and bullying. In each of the areas measured “girls in single sex schools have a more positive self-perception of wellbeing…. and a “higher prevalence of positive attitudes to studying at school.”
\nAdditionally, research conducted over many years has shown that girls are more likely to tackle higher levels of Mathematics, Science and Technology in an all-girls school and they are more inclined to consider STEM careers. Earlier this month, I was privileged to see 15 Year 12 Extension Science students present their research to a panel. Each student works with a mentor in this course and develops an original thesis across all science disciplines. This is girls’ education at its absolute best as these students tackle a difficult course in a supportive and challenging environment that breaks female stereotypes and for many, opens doors to future study and career.
\nAt present we are conducting enrolment interviews for 2025 at KRB and, no matter the age of the girl coming into the school, parents are all asking about opportunities for their daughters to interact with boys as they move through their secondary education. A modern education demands we indeed present them with moments to grow and learn from each other. Our new strategic plan will look at meaningful ways to ensure we meet this need. However, parents also want to know about the opportunities in sports, in music and drama, the activities that will lead to safe risk taking and confidence building and the academic environment their daughter will thrive in. It is clear that parents are seeking an ‘all girls’ education for their teenage daughter because of the wider opportunities it offers.
\nResearch continues to support the benefits of single sex education for teenage girls as we evolve and continue to create confident young women who are able to find their place in a complex world.
\nReference Article:
\nDemand for Sydney all-girls schools soaring – survey | The Educator K/12 (theeducatoronline.com)
The CSIRO’s July 2022 discussion paper on global megatrends outlined trends that are emerging and will need future investment, strategic and policy direction and broad community acceptance. Two key areas the paper discussed were the rapidly growing digital and data economy and the rise of artificial intelligence. At the start of this year, stories began appearing in mainstream media with concerns about the misuse of artificial intelligence in schools and universities. This will continue to be an area of focus for all education sectors in the future as this area continues to grow. School systems in North America are now using Bots to write lessons and here in Australia, a new AI technology – ChatGPT – is causing a stir as both the university and school sectors grapple with the implications of its ability to answer even the most sophisticated questions.
\nOver the last month I have read arguments for and against this technology. While there may well be some positive timesaving efficiencies for our staff, most significant, in my view, is the question of academic integrity and learning for our students. Our role as educators is to teach students how to learn and we know that it is often in the struggle that students learn best. Schools everywhere are now ‘banning’ the ChatGPT website, limiting student access while at school and teachers are rethinking assessment and how to deal best to maintain the struggle. I suspect this is just the start.
\nEducators also know that at the heart of education are human relationships. We cannot ignore or assume a variety of artificial intelligence programmes will not make their way into Australian schools in the months and years ahead. Managing this well will be yet another task for educators as they continue to search for solutions in an increasingly complex world to ensure they make a positive difference to each child they teach.
\nReference Article:
\nChatGPT appears to pass medical school exams. Educators are now rethinking assessments – ABC News
As universities compete and strive to attract students, the most significant change in the last three years has been the expansion of the ‘early offer’ available to Year 12 students as a pathway into university. Secondary School Principals and Leadership Teams across the State have struggled to manage the growing expectations of students (who bank on an early offer into university before they begin or finish their HSC) as well as the well-founded criticism that universities are bypassing the one system set up to create a level playing field for university – the ATAR. At the end of the first week of the HSC in 2022, one university emailed Principals asking them to remind their students to check their early entries – the second English paper was barely over. As it turned out, most of these offers were unconditional and, at that point, with most of the exams still to go, the HSC and ATAR were no longer relevant.
\nFor a young person this is a confusing time. They have been rightly led to believe the HSC is the end of their schooling – a rite of passage. On the surface, the broadening of pathways into university has opened doors to universities and taken some of the ‘heat’ out of the HSC for many students. However, when we look closely there are reasons to be concerned. In 2021, one third of students entering University did not use their ATAR, as the article from the SMH from January 2023 states, 43 000 early offers were made to students in 2022 before they sat their final examinations. 67,000 students sat the HSC in 2022.
\nThe NSW HSC has served this State well and protecting it is something we must do. While Universities may have made some concessions for the 2023 year, settling on September releases with conditional rather than unconditional offers, it will be important that we do as much as possible to ensure the HSC remains a stronghold of our education system.
\nReference Article:
\n", "published-date": "2023-02-22T04:16:46+00:00", "source_url": "https://www.krb.nsw.edu.au/principals-blog/the-changing-university-sector/", "wp_id": 11550, "feed_pubDate": "Wed, 22 Feb 2023 04:16:46 +0000", "feed_title": "The Changing University Sector", "author": "admin-ignite", "body_chars": 2132, "summary_chars": 568 } ] }