Compass No 736 - September 2024

The Power of Restraint: Navigating the Challenges of Technology and Mobile Phone Use at School

Restraint is a powerful quality that encompasses the discipline of our whole bodies, minds, and souls. In today's world, where technology and mobile phone use have become integral parts of our lives, almost an extension of our arms and hands, understanding and practicing restraint has never been more crucial, especially for our students.  In the digital age, where smartphones and social media are ever-present, students face new and unique challenges regarding self-control and restraint. The temptation to engage in gossip, or share inappropriate content online can be overwhelming. These behaviours are easily facilitated by the instant and often anonymous nature of digital communication. Just as the Bible warns about the dangers of an uncontrolled tongue Matthew 15:18-19, so can our online interactions, if left unchecked, could lead to harm and misunderstanding. 

This past fortnight, students across 6-12 were reminded of the College’s e-Smart Policy and mobile phone procedural statement.  Included in this procedure, Pacific adheres to the positive value that face to face communication brings in growing community, developing social and emotional capacities and facilitating high quality learning.  The College acknowledges the purposeful use of technology that supports student growth in the learning environment.  With this said, mobile phones and ear buds should not be seen or used during the school day by students, from 8:00 am until the end of the school day.  To assist with this, Middle College students should have their mobile phone secure in lockers or bags. Senior College students may carry their phone; however should not be using them during the day. In support of this, parents are asked not to ring or message their children during the day, and should be through respective offices. 

By walking with and supporting our students to adhere to the College’s e-Smart Policy and mobile phone procedural statement, our community can promote a learning environment that practices the powerful quality of restraint while nurturing students’ emotional and social development.  As a College community, it is important that parents and teachers work in partnership to reinforce these important values, ensuring that technology is used intentionally and responsibly. This is key for our students in creating a balanced and focused environment that empowers our students.

Pacific’s Sun Safety Guidelines

As the weather starts to heat up and students enjoy the benefits of playing and having break time outside, it is well-timed to share with the Pacific community, the College’s commitment to reduce the incidence of skin cancer by encouraging all members of PLC to take effective skin-protection measures  to protect their skin from damage caused by the harmful ultraviolet rays of the sun. 

As we conclude Term 3, it is important to plan ahead.  Students in Year 6-12 are reminded and encouraged to check that they have both their formal and sports hat and that these are clearly labelled. Where students have lost their hats, they are encouraged to see their classroom teacher, PCG or Head of House to assist with locating their hat. Where students do not have one or both PLC hats, these can be easily purchased via the Flexischools link or app.

Pacific students are required to wear their hat (either sport or formal with corresponding uniform) as they enter the College grounds, at both break times, walking to and from assemblies and chapels and for excursions and events.  Students are encouraged to wear their hat when playing sport wherever practical and seek shade whenever possible.  Students are encouraged to wear an SPF50+, broad-spectrum, water-resistant sunscreen for protection.  All P-5 classes will have sunscreen available in the classrooms. Physical Education teachers will ensure sunscreen is available for all outdoor classes and activities.

It is important that as a community we work together to be sun smart and stay safe as we approach the hotter months.  These guidelines are simple steps, but are important in protecting our students’ skin from the harmful effects of the sun. 

Ms Leigh Finter, Director of Students

Current research tells us that high-frequency words do not just need to be memorised. Research says that these words are like all other words we encounter and have some degree of decodability to them. Yes, a lot of them also have irregular spellings and sounds. But we must teach those parts to our students! We need to show them the decodable parts and explain the irregular parts of the word. This helps connect what we are teaching in phonics to reading.

Have you recently heard the term “heart words” being used with high-frequency word instruction? Do you know what this word means? If not, or if you don’t feel confident, we’ll dive into “heart words” and best practices for teaching high-frequency words to our students.

What are Heart Words?

The term “heart words” is everywhere right now in the reading community. Heart words are high-frequency words with irregular spelling. They are called “heart words” because part of the word will have to be learned to be read and spelled by heart. Examples of common heart words are: said, you, and where. We must spell by “heart” only part of the word- the part of the word that is irregular.

One Warning

We don’t want to fall into the habit of just calling high-frequency words “heart words”.

We also don’t want to teach students to just memorise these words. When we ask students and parents to just memorise these words, we are separating phonics knowledge and skills from them. We need to ask ourselves what parts of the word are decodable and what phonics skills can be modelled and taught from this high-frequency word.

In our high-frequency word instruction, we want to make sure we are explicitly teaching students the phonics rules behind the words.

 A lot of high-frequency words are decodable to some degree. For example: can, did, and but are completely decodable if students have knowledge of -  CVC words (consonant, vowel, consonant structure). It’s imperative that we show and model the decodable parts of the word as well as any irregular parts.

An Example of a Heart Word

The irregular part of the word is what we call the “heart word” part. Let’s use the word “said” as an example. In the word “said” the first sound /s/ and the last sound /d/ are decodable because the letters are making their most common sound. The irregular part of the word or the “heart word” part is the “ai” making the short e sound. We want to explicitly teach students that in this word the letters “ai” are making a different sound than what we would expect them to. We have to remember that in this word they make the short e sound.

Teaching and showing students the decodable parts and the irregular parts of high-frequency words helps connect these words to the important phonics work we are doing in the classroom.

Mrs Sue Zweck, Head of Learning K-5

In our fast-paced, often hectic lives, it’s easy to overlook the simple ways we show and receive love. For children, understanding and expressing love in a way that resonates with them can significantly impact their emotional well-being and development. One helpful tool in navigating this is the concept of "love languages," introduced by Dr. Gary Chapman in his book “The Five Love Languages”. Knowing your child’s love language can foster a stronger, more empathetic relationship. Here’s a brief overview of the five love languages and how you can identify which one speaks most to your child.

1. Words of Affirmation: Children who thrive on words of affirmation feel loved through verbal encouragement, compliments, and praise. They respond positively to affirming words and often seek reassurance from their parents. To determine if this is your child’s primary love language, notice if they frequently seek verbal praise or seem particularly affected by your words. Incorporate positive affirmations and encouragement in daily interactions.

2. Acts of Service: If your child’s love language is acts of service, they feel most loved when you help them with tasks or show your love through practical actions. This could involve helping with homework, participating in their hobbies, or even simple chores. Observe if your child appreciates these actions and feels more valued when you assist them with their needs.

3. Receiving Gifts: Children who value receiving gifts see tangible items as a way to express love. It’s not about the cost but the thoughtfulness behind the gift. If your child lights up when receiving a gift or talks about presents, this might be their love language. It’s helpful to remember that the significance of the gift is in the gesture, not its monetary value.

4. Quality Time: For some children, quality time is the primary way they feel loved. They crave undivided attention and meaningful interactions. If your child seeks out one-on-one time or becomes upset when you’re distracted, they might thrive on this love language. Prioritize spending time together without distractions to meet this need.

5. Physical Touch: Children with this love language feel most secure and loved through physical contact, such as hugs, holding hands, or sitting close. If your child is affectionate and seeks physical closeness, this is likely their love language. Regular, positive physical contact can reinforce their sense of security and affection.

To discover your child’s love language, pay attention to how they express love to others and what makes them feel happiest or most secure. Engaging with them about their feelings can also provide insights. By recognising and responding to their unique love language, you can strengthen your bond and ensure they feel cherished and understood. Understanding and applying these principles can lead to a more fulfilling and connected family dynamic also.

Be kind to yourselves and those around you.

Mr Brendan Macaulay, Head of Student Support

It is RAFFLE TIME!

Junior Car Park Raffle Term 4, 2024.

Purchase your $20 ticket to have a chance of winning your own car park spot for Term 4!!!!!

The prize will be drawn at 9am Tuesday 8th October 2024. Winners will be announced on our Friends of Pacific Facebook page. Funds raised from our car park raffle will be invested back into the College community. Good luck!

Last Terms Winner’s friends commented on their win “Our mornings just got easier!”

Thanks to our amazing volunteers this term – we really appreciate your support, we have reached over 50 registered volunteers.

If you want to find out what is involved in volunteering – drop in and say “Hi” this Friday 6th September 8am at the Coral Café.

Ms Jan Watman, Friends of Pacific Chairperson

Sharing a common mission and ministry with Pacific Lutheran College

“Growing in faith and sharing God’s love with others”

Weekly worship services are held at 14 Bombala Terrace Caloundra at 9.00am. We are thankful that we can meet together each week for worship. As we do this, there are still physical distancing, and hygiene requirements we need to follow to ensure the health and safety of everyone in our community.

Our worship services are intergenerational with a blend of traditional and contemporary.

You’re welcome to follow us on Facebook and visit our Church webpage.

All are welcome at any of our services.

Pastor Ray Morris, St Mark’s Lutheran Church (0429 856 532 or lutherancaloundra@gmail.com)

September

2 – 6      Yr 12 Mock exams

5            Art and Film Night

5           Yr 4-6 SCISSA Gala Day 3

11-15     CBSQ Seniors Basketball

12         Senior Ensembles Concert

13         K-12 Chapel

13         Term 3 concludes

30          Staff day