A new resource to teach children to identify and respond to risk within relationships is available free for K–10 students and can be delivered in flexible ways.
Y-PEP is funded by the NSW government and developed in partnership with the state Department of Education, has been designed by a team of professionals from YWCA NSW in collaboration with the program steering committee, consisting of members from DEC, NESA, Association of Independent Schools and Catholic Education Commission.
It is aligned to the NESA PDHPE K–10 Syllabus, focusing on the three key themes, Recognising Abuse, Power in Relationships and Protective Strategies, and is designed to strengthen and support the curriculum outcomes delivered by teachers.
Students will be taught:
- increased awareness of what makes safe and respectful relationships
- increased knowledge and understanding of rights and responsibilities in relationships
- improved skills to recognise and assess risk and respond to unsafe situations.
The program can be delivered in parts of NSW by a team of YWCA NSW facilitators; check if your schools lies within these regions. Otherwise, once a year Y-PEP will be streamed live to year groups in participating schools, and also teachers can download videos, other resources, links and activities at any time.
For more information, click here.
1967 Referendum exhibition packed with online materials
May 27 marks 50 years since the 1967 referendum that ended Constitutional discrimination against Aboriginal people. Right Wrongs, a major online exhibition of photos, videos, text and audio organised by the Australasian Institute of Aboriginal and Torres Strait Islander Studies, National and State Libraries Australasia and the ABC, can be viewed here. The photo at right is from the exhibition, from the June Bond Collection, shows Aunty Celia Smith and Granny Monsell campaigning in Brisbane for a Yes vote in the referendum.
Parents best at knowing if kids have a speech disorder
Parents should not wait for teachers to sound warnings on speech disorders in their children because they are more likely than teachers to identify such disorders, research shows. There are a variety of reasons why parents and teachers would have different views on a child's speech development, the researchers, from Charles Sturt University, found. Teachers might focus on a child's strengths rather than label the child has having a problem; there could be insufficient pre-service training for teachers in their undergraduate early childhood courses; there could be limited availability of ongoing professional development and access to information about children's speech. "Previous research has shown that parents often wait for a recommendation from their early childhood educator to seek treatment from a speech pathologist and this may delay access to early intervention,” CSU Professor of Speech and Language Acquisition Sharynne McLeod said.
"Parents should be encouraged to recognise the legitimacy of their concerns and to follow up with speech pathologists when speech and language concerns first become apparent in children," Professor McLeod said. "It is also important that early childhood teachers not dismiss parental concerns but provide an informed response particularly in relation to the availability of speech pathology services." The CSU study into speech sound disorders (SSD) involved a sample of 157 children aged four to five years in preschools and long day care centres in NSW and Victoria and examined parent reports, teacher reports and the clinical assessments of a speech pathologist.