As parents and carers, one of our most profound responsibilities is nurturing our children's independence. This goes beyond simple tasks like tying shoelaces or packing bags; it's about empowering them to navigate the world with confidence and resilience. At TLC, we have been reflecting on this challenge through professional learning sessions with psychologist Dr Judith Locke, as well as our reading of The Anxious Generation by American social psychologist Jonathan Haidt. Both Dr Locke and Haidt emphasise the importance of essential skills like resilience, self-regulation, resourcefulness, respect for authority and responsibility. According to Dr Locke, these skills are crucial for future success, surpassing even academic achievements.
Key Aspects of Child Development
Independence isn't just a milestone; it's a vital aspect of child development. It allows children to explore their capabilities, make decisions, and learn from both successes and setbacks. As parents and carers, we play a pivotal role in guiding and supporting them through this gradual process.
Contrasting Childhoods
Many of us remember a childhood vastly different from today's structured, adult-supervised lives. We grew up in a time where independence was a necessity. Personally, I recall roaming the backstreets of Mitchelton, riding bikes with friends, and swimming in neighbourhood pools鈥攁ctivities unthinkable without parental supervision today. Despite the risks, there was a sense of freedom and creativity in those unstructured hours, fostering resilience and problem-solving skills that shaped our character. We even played spotlight late at night on a Friday or Saturday, and felt safe because we knew the streets well, and knew most of the people. Perhaps time has transformed these memories into a mythic ideal? Either way, as a mother of an 11 year old boy and an 8 year old boy, I can safely say that there is no way that I will be letting them out late at night to roam the streets and play spotlight, while I sit and have a BBQ with the neighbours. Times have certainly changed. Independence develops through small, gradual steps. By giving our children more freedom bit by bit, we help them learn responsibility and self-reliance. Since reading Jonathan Haidt's The Anxious Generation, I've been reflecting on my own childhood and grappling with how to encourage independence in my 11 and 8-year-old, even in a world that feels very different from the one I grew up in.
While some of Haidt's ideas - like a 6th grader navigating public transport alone - may seem extreme, I believe there are ways to challenge our usual approach. My kids don鈥檛 live near their school or have many neighbourhood friends, and we only know our neighbours casually. Recently, I let my 8-year-old go for a bike ride with his brother and a friend, without adult supervision. They even had pocket money to spend at the shops. This might sound simple for those in quieter suburbs, but we live near busy roads with tricky crossings. Despite my nerves, it was a success. My youngest fell and scraped his leg but came home proudly sharing the story. The boys worked together - fixing a bike chain, navigating roads, and budgeting their money. This small act of independence helped them bond, build resilience, and discover their capabilities.
Independence grows through incremental steps. By gradually granting more freedom, we provide opportunities for children to learn responsibility and accountability. Despite today's challenges, like navigating busy roads and unfamiliar neighbourhoods, allowing small, supervised adventures can build confidence and skills.
Parental Role: Teaching and Supporting
Our role as parents and carers isn鈥檛 to relinquish control entirely but to teach skills, provide guidance, and explain important information. We help our children understand the consequences of their choices, preparing them to make informed decisions as they grow older. Haidt emphasises the need for balance - while we should protect children from online dangers, we must also allow them to experience real-world challenges. He argues that children are "antifragile," meaning they grow stronger when exposed to life's difficulties. If we overprotect, we risk raising children who are defensive, insecure, and unprepared for the world鈥檚 realities.
Benefits Supported by Research
Research consistently shows that fostering independence in children leads to numerous benefits. It enhances their self-confidence as they learn they can rely on their own abilities. It builds resilience, teaching them to bounce back from challenges. It sharpens problem-solving skills as they tackle tasks and puzzles independently. Moreover, it positively impacts their mental health, instilling a sense of autonomy and well-being.
As children gain experience and comfort in handling tasks independently, they naturally assume more responsibilities. This could range from household chores to managing their school routines. By encouraging this progression, we equip them with essential life skills that will serve them well into adulthood. The current challenge that I am posing to my children, is to make their own school lunches. This may sound straightforward, but until you actually try it, you will understand the struggle (particularly if they are a fussy eater)! We鈥檝e problem solved leaking hommus, soggy sandwiches, and rubbery carrot sticks. We鈥檝e discussed the importance of using the insulated lunch bag, the need to refrigerate the night before, and what a healthy lunch looks like (no, you cannot take chocolate muffins and two packets of Shapes and call that lunch!). Like most household chores, it would be much easier if I just did it myself (don鈥檛 get me started on the dishwasher!), but I鈥檓 finding that persisting with the process is actually teaching my boys independence, discipline, and a greater appreciation of resources (in this case, food).
In summary, in nurturing our children鈥檚 independence, we are preparing them not just for the challenges of today but for the opportunities of tomorrow. Let us continue to support their growth with patience and encouragement, knowing that each step towards independence is a step towards a brighter, more capable future. And as we do so, let鈥檚 remain vigilant in balancing the freedoms we offer both offline and online.
Katerina Tilley | Head of Primary
As the term draws to a close, assignment deadlines and examination preparation become the norm across most of the College. Perhaps this is most acutely felt by our Year 12s, who stand at the top of a valley filled with revision sessions with friends, late nights, practice questions and external examinations; a valley they must traverse before emerging on the other side to the joy that is graduation and the next chapter in their lives.
Finding the necessary motivation to descend this valley is undoubtedly tough. For all of the investment, encouragement and support from their parents and carers, their teachers, their family, and their friends, the journey into the final weeks of the year is an intensely personal one for our students. In the end, the motivation has to come from within.
For this Tidings, I want to share a letter written by Greg Ashman, my counterpart at Ballarat Clarenden College in Victoria, on the topic of finding motivation.
Have you ever asked your child about their day and your child has responded that they did not learn anything new in a particular class? Often, the implication will be that the lesson was a bit of a waste of time and perhaps a little boring.
I don鈥檛 want to invalidate that view. We plan the best we can and we seek to constantly improve our curriculum, but improvement implies that we can still get better. We seek to excite and interest students in addition to teaching them concepts and skills, and we are always looking for ways to enhance this aspect of our work.
However, without invalidating students鈥� experiences, it is worth sharing some findings from cognitive science and education research that are not commonly known or understood.
Most people in education seem to think that motivation is something that someone, usually a teacher, does to someone else, usually a student. For example, if we want to motivate students about science, we might bring in an outside speaker to give a cool lecture. Perhaps the speaker will be a young and funky professional scientist. Perhaps they will give a lecture where things explode and change colour.
There is nothing wrong with this, but what we have created is what educational psychologists call, 鈥榮ituational interest.鈥� We have presented an interesting experience that students will enjoy. However, this will not necessarily leave them more motivated about science in general. This is because motivation for learning science is about something called 鈥榩ersonal interest,鈥� which refers to a long-term investment in a subject.
Evidence suggests that personal interest is very closely related to experiencing a sense of success. We become motivated by becoming better at something. This has two main implications. Firstly, as much as a teacher may be focused on making a concept interesting, it is even more important to teach it effectively so that students achieve a sense of success and feel they are improving.
It also suggests that motivation is within an individual鈥檚 control and something they can decide to develop. Imagine a person who starts running. After a little persistence, they will begin to see their times reduce or their distance increase and this will become motivating. Similarly, students can use the study skills we have taught them to work hard at a subject, improve their understanding and gain that sense of motivation.
Yes, people still have their individual tastes and preferences, but they also have far more control than they realise.
One of the techniques we talk to students about is 鈥榮paced practice.鈥� This is a very robust finding from cognitive science. Basically, if we want to learn something, rather than learning it in all one block, it is best to break it up over time, returning to it regularly. It is what we ask our students to consider when planning a study schedule.
Another robust finding is the effect of 鈥榬etrieval practice鈥�. Once we have learned something, a really good way to embed that learning is to frequently try to retrieve it from long-term memory and do something with it.
Enacted in the classroom, these two strategies mean that teachers will frequently return to concepts they have previously taught, asking questions about them. The idea is to embed these concepts so that students know them and can make use of them fluently. For many critical concepts, such as times tables in mathematics, we don鈥檛 need to learn them to the point where we get them right; we need to learn them to the point where we cannot get them wrong.
However, to students, this feels like they are not learning anything new. And that鈥檚 right. If all classes involved learning new concepts all the time, this would be highly ineffective. Students would remember very little, and they would be able to apply even less.
It is important to note that schools are places where we learn challenging concepts. Unlike learning to speak a language, we have not evolved to learn mathematics, writing or the function of the endocrine system. These ideas require hard work and practice and there is no way of avoiding that.
Yes, everyone enjoys watching a fun lecture presented in an enthusiastic way. However, as the 1st century scholar Plutarch advised the young Nicander as Nicander began attending public lectures:
鈥淚magine, then, that a man (sic) should need to get fire from a neighbour, and, upon finding a big bright fire there, should stay there continually warming himself; just so it is if a man comes to another to share the benefit of a discourse, and does not think it necessary to kindle from it some illumination for himself and some thinking of his own.鈥�
At TLC, we frequently acknowledge the benefits of spaced practice and retrieval practice. Teachers reference the ideas in lessons, during our extremely popular tutorial sessions, and during Afternoons Against Procrastination. Indeed, Mrs Dare, our Head of English, referenced the concepts only last week as she spoke to the Seniors as part of the 鈥淎CE-ing ATAR Panel.鈥� We know that while there is always a place for making things fun and interesting, the long-term motivation needed to traverse the valley of examinations and assignments in front of our students comes from success, and success is a product of hard work.
School is about kindling a lasting fire within.
Mathew Stein | Deputy Principal Curriculum, Professional Practice and Transformation
This week is National Child Protection Week!
At TLC we recognise the importance of students understanding the critical message of feeling safe. As part of our 鈥楩ind Your North鈥� program, we have several provisions in place to support student safety:
External Supports:
Age-Appropriate Learning Experiences:
For Parents/Guardians:
Anna Dore | Deputy Principal - People and Culture
91福利: Checking In and Supporting Each Other
At 91福利, we recognise the importance of checking in with those around us to see if they are doing okay. A lot can happen in a year, a month, or even a week. Whether it鈥檚 your friend, family member, colleague, or teammate, the people you care about experience life鈥檚 ups and downs every day.
By having regular, meaningful conversations, you build trust and normalize talking about what鈥檚 really going on. This way, when the people in your world find themselves struggling, they know you鈥檙e someone they can talk to.
While R U OK?Day is on Thursday 12 September, we encourage you to ask 鈥淩 U OK?鈥� any day of the year because a conversation could change a life.
Week 10 Activity:
I've had the privilege of being involved with TLCCA in various capacities over the past few years, and I'm continually amazed by how much our voices as parents and carers at 91福利 can truly make a difference. This has been especially clear in recent months as we've approached the reveal of the school's Master Plan.
As members of TLCCA Executive Committee, we've been working diligently behind the scenes, listening and advocating for the needs of our students, parents, carers and teachers. While we can't accomplish everything on our own, incredible things can happen when we collaborate with those who can help make them a reality.
It is very exciting to hear that our Primary School will be receiving new playgrounds in 2025. Although TLCCA isn't involved in financing this project, we've been persistent in advocating for this critical need, which has been highlighted by our students, parents, carers and teachers. This achievement just highlights that TLCCA isn鈥檛 only about volunteering and turning sausages, it shows that by banding together as a Community Association of parents and carers, we can make a difference.
Second Hand Uniform Shop Update
Our 鈥渘umbers loving鈥� Treasurer, Mike T shared some August Sale stats with us at the last TLCCA meeting.
I鈥檓 sure you will all agree that these are amazing stats and are a true testament to the amazing service that Renee C and her amazing volunteers provide at the Second Hand Uniform Shop.
Father鈥檚 Day Stall
We hope all Primary TLC Dad鈥檚 and father figures had a fantastic Father's Day and especially enjoyed the gifts that their young person selected from TLCCA's Primary School Father鈥檚 Day Stall.
Massive thanks go to Kellie B and her team of volunteers that spent a day wrapping approximately 500 gifts for the stall and then assisted the Primary students with their purchases. The stall looked amazing, and we love the passion you bring to this event.
TLCCA Vice President Position Available
We are looking to fill one of our Executive positions 鈥淭LCCA Vice President鈥�. Enjoy the opportunity of meeting families and making a difference. If you would be interested in taking up this very important position please email Kristina at TLCCAPresident@thelakes.qld.edu.au
Be sure to follow us on Facebook and Instagram.
Second Hand Uniform Shop School Holiday Opening Hours:
Kristina P | TLCCA President
Calling all Prep 2026! Places are filling up fast and we don鈥檛 want any siblings to miss out 鈥� please make sure you have lodged your child鈥檚 enrolment application if they are starting Prep in 2026! Click on the following link to register or send Lisa an email at enrol@thelakes.qld.edu.au |
Lisa Curtis | Enrolments and Engagement Manager
The North Lakes Kangaroos Rugby League Club is hosting a special sports development program (SASS) for boys and girls Under 6 through to Under 16 on the upcoming school holidays on 20 and 21 September. Players can choose either a 1 Day or 2 Day program. Each day will be from 9.00am to 3.00pm and the program is designed to develop core skills and mindset training for rugby league, rugby union, touch players and Oztagers. The SASS program focuses on forming the 360-degree athlete which means they develop an athlete's physical, technical and tactical ability for sport as well as the personal, mental, emotional and spiritual development. The result being, to be the best version of yourself on and off the field. If interested, please contact info@hpsassacademy.com for further information or visit the SASS website hpsassacademy.com to register.
Join us for the grand opening of TLC Learn to Swim! We are thrilled to announce our Learn to Swim Facility will open its doors on 12 October 2024. TLC Learn to Swim features a spacious and heated indoor pool, designed to create the perfect environment for swimmers of all ages. Whether you're a beginner taking your first splash or an experienced swimmer looking to refine your technique, our expert instructors are here to guide and inspire you on your unique swimming journey.
Family Fun Day Highlights:
Sausage sizzle and drinks available. Don't miss out on this exciting day of fun and celebration! Bring your family and friends and dive into a morning full of activities and swimming fun.
Register to attend:
