All Year 10 students are encouraged to focus on their transition from Middle to Senior School and from middle to later adolescence. The pastoral system addresses areas related to this stage of development and draws upon current psychological research. The Year 10 Life Skills Programme introduces students to the Motivation and Engagement Wheel, reviews adolescent neurological (brain) development and addresses important themes including leadership and mateship.

10ADOLESCENT DEVELOPMENTPARENT INFORMATION | YEAR 10

TRINITY GRAMMAR SCHOOL | TESS DEPARTMENT | PARENT INFORMATION SERIES ON ADOLESCENT DEVELOPMENT

TRINITY GRAMMAR SCHOOL | 119 PROSPECT ROAD SUMMER HILL NSW 2130 | p. 9581 6000 | WWW.TRINITY.NSW.EDU.AU | CRICOS NO. 02308G | 2017

IF YOU WOULD LIKE TO DISCUSS THIS FURTHER OR HAVE ANY CONCERNS ABOUT YOUR SON’S PROGRESS, PLEASE CONTACT THE TESS DEPARTMENT ON P. 9581 6035

‘CAN YOUNG MEN LEAD’?During Year 10 students investigate the concept of ‘Leadership’. The question “Can young Men Lead?” is posed and through discussions they explore the idea of what leadership is and what leadership entails. The students examine some of the leaders in the past such as Joan of Arc and Pol Pot as well as some modern day leaders. We hope that these examples help students recognise and understand the various character traits of leadership. During these sessions students start to explore the variety of leadership opportunities available at Trinity.

Reviewing leadership roles at School assists students in understanding the purposes of leadership and the importance of service through these roles.

In Term 3 further discussion about leadership will take place and in particular students will explore the concept of ‘Mateship’. During these sessions, discussion focuses on the realities adolescents face in terms of risks they take, the party scene and how to celebrate safely. It is important students and parents reflect on these issues as they travel this road together.

ADOLESCENT BRAIN DEVELOPMENT• Adolescence is a transitional period during which a child is

becoming, but is not yet, an adult.

• When processing information, adolescents are highly influenced by their amygdala, a part of the limbic system (region of the brain associated with emotion) rather than their prefrontal cortex (region associated with the ability to plan, control impulses/aggression and apply reason).

• As a result adolescents are more likely to engage emotionally, instinctively and impulsively.

• In order to understand decision making during adolescence, it is important to consider the role of emotions and the interaction between thinking and feeling.

• Decisions made by adolescents are unlikely to emerge from a logical and considered evaluation of a situation. Rather decisions

are the result of a complex set of competing feelings – for example, excitement of risk, desire to feel accepted, fear of rejection etc.

• It is important to help adolescents learn how to predict and assess consequences that may be a result of their actions.

• With experience, adolescents are able to regulate their instinctive reactions with more rational and reasoned responses.

• During this time of development, adult role-models are an important way of demonstrating how to make good decisions and how to control emotions.

• During adolescence NEVER assume that you and your son are having the same understanding of a conversation.

32

CYBER SAFETY

We encourage parents to visit the updated website for the Office of the Children’s eSafety Commissioner www.esafety.gov.au

This website has a range of useful resources for parents. They also have services which receive and address complaints regarding inappropriate content and serious cyberbullying.

DID YOU KNOW?

The Office of the Children’s eSafety Commissioner also provides information on a range of popular games, apps and social networking sites. The video, brief overview and frequently asked questions are an easy way for parents to better understand the apps their sons are using. Some of the apps featured and types of FAQs are included below.

1

ofteensuseaofteensusea

tablettogoonlinetablettogoonline

%%3939

ALMOST

1in3teensareaccessing

theinternetbetween

10pmandmidnightparentscanmanageparentscanmanage

webconnecteddeviceswebconnecteddevices

ininthehomethehome

ParentalcontroltoolsareavailableforApple’siOS&Android.

2

4747ofteensplaygamesonlineofteensplaygamesonline

Playstation,Xbox,WiiandSteamhaveparentalcontrols.

%%

3

ad-freevideos.NetixandStanofferage-basedsettings.

YouTubeandYouTubeKidshaveasafetymode;YouTubeRedoffers

4

7474ofteensuseacomputertogoofteensuseacomputertogoonlineonline

andmonitoring.

MicrosoftWindowsandApple’sMACOSXofferfamilyrestrictions

6464 %%

5

%%

7878%%

theinternettheinternet

ofteensresearchofteensresearch

andbrowseonandbrowseon

68080 %%useasmartphoneuseasmartphone

ofteensstreamvideoonYouTube&TVofteensstreamvideoonYouTube&TV

ChromeandYahoo7.

SafesearchsettingsareavailableforGoogleSafeSearch,Google TelstraMobileProtect,VodafoneGuardian,AppleiOSandAndroidhave

safetyoptions.

7 8686 %%havehomehavehome

broadbandbroadbandaccessaccess

Parentalcontrolscankeepkidssafeonmanyscreens

Telstraprovidesparentalcontrol

toolsandhomeworktimeblackouts;

OptusandVodafoneprovide

guidanceontools.

THEYCAN

Blocksexuallyexplicitsites

Setscreentimelimits

Blockin-apppurchases

BlocknumbersandSMS

Alloworblockwebsites

Restrictchatfeatures

Allowparentalmonitoring

Noparentalcontrolis100%failsafe.Keepchildren’strustbyusingthesetoolsopenlyathome

REMEMBER

esafety.gov.au/iparentesafety.gov.au/iparent

7WAYS7WAYS Aussieteens

online

32

CYBER SAFETY

We encourage parents to visit the updated website for the Office of the Children’s eSafety Commissioner www.esafety.gov.au

This website has a range of useful resources for parents. They also have services which receive and address complaints regarding inappropriate content and serious cyberbullying.

DID YOU KNOW?

The Office of the Children’s eSafety Commissioner also provides information on a range of popular games, apps and social networking sites. The video, brief overview and frequently asked questions are an easy way for parents to better understand the apps their sons are using. Some of the apps featured and types of FAQs are included below.

1

ofteensuseaofteensusea

tablettogoonlinetablettogoonline

%%3939

ALMOST

1in3teensareaccessing

theinternetbetween

10pmandmidnightparentscanmanageparentscanmanage

webconnecteddeviceswebconnecteddevices

ininthehomethehome

ParentalcontroltoolsareavailableforApple’siOS&Android.

2

4747ofteensplaygamesonlineofteensplaygamesonline

Playstation,Xbox,WiiandSteamhaveparentalcontrols.

%%

3

ad-freevideos.NetixandStanofferage-basedsettings.

YouTubeandYouTubeKidshaveasafetymode;YouTubeRedoffers

4

7474ofteensuseacomputertogoofteensuseacomputertogoonlineonline

andmonitoring.

MicrosoftWindowsandApple’sMACOSXofferfamilyrestrictions

6464 %%

5

%%

7878%%

theinternettheinternet

ofteensresearchofteensresearch

andbrowseonandbrowseon

68080 %%useasmartphoneuseasmartphone

ofteensstreamvideoonYouTube&TVofteensstreamvideoonYouTube&TV

ChromeandYahoo7.

SafesearchsettingsareavailableforGoogleSafeSearch,Google TelstraMobileProtect,VodafoneGuardian,AppleiOSandAndroidhave

safetyoptions.

7 8686 %%havehomehavehome

broadbandbroadbandaccessaccess

Parentalcontrolscankeepkidssafeonmanyscreens

Telstraprovidesparentalcontrol

toolsandhomeworktimeblackouts;

OptusandVodafoneprovide

guidanceontools.

THEYCAN

Blocksexuallyexplicitsites

Setscreentimelimits

Blockin-apppurchases

BlocknumbersandSMS

Alloworblockwebsites

Restrictchatfeatures

Allowparentalmonitoring

Noparentalcontrolis100%failsafe.Keepchildren’strustbyusingthesetoolsopenlyathome

REMEMBER

esafety.gov.au/iparentesafety.gov.au/iparent

7WAYS7WAYS Aussieteens

online

All Year 10 students are encouraged to focus on their transition from Middle to Senior School and from middle to later adolescence. The pastoral system addresses areas related to this stage of development and draws upon current psychological research. The Year 10 Life Skills Programme introduces students to the Motivation and Engagement Wheel, reviews adolescent neurological (brain) development and addresses important themes including leadership and mateship.

10ADOLESCENT DEVELOPMENTPARENT INFORMATION | YEAR 10

TRINITY GRAMMAR SCHOOL | TESS DEPARTMENT | PARENT INFORMATION SERIES ON ADOLESCENT DEVELOPMENT

TRINITY GRAMMAR SCHOOL | 119 PROSPECT ROAD SUMMER HILL NSW 2130 | p. 9581 6000 | WWW.TRINITY.NSW.EDU.AU | CRICOS NO. 02308G | 2017

IF YOU WOULD LIKE TO DISCUSS THIS FURTHER OR HAVE ANY CONCERNS ABOUT YOUR SON’S PROGRESS, PLEASE CONTACT THE TESS DEPARTMENT ON P. 9581 6035

‘CAN YOUNG MEN LEAD’?During Year 10 students investigate the concept of ‘Leadership’. The question “Can young Men Lead?” is posed and through discussions they explore the idea of what leadership is and what leadership entails. The students examine some of the leaders in the past such as Joan of Arc and Pol Pot as well as some modern day leaders. We hope that these examples help students recognise and understand the various character traits of leadership. During these sessions students start to explore the variety of leadership opportunities available at Trinity.

Reviewing leadership roles at School assists students in understanding the purposes of leadership and the importance of service through these roles.

In Term 3 further discussion about leadership will take place and in particular students will explore the concept of ‘Mateship’. During these sessions, discussion focuses on the realities adolescents face in terms of risks they take, the party scene and how to celebrate safely. It is important students and parents reflect on these issues as they travel this road together.

ADOLESCENT BRAIN DEVELOPMENT• Adolescence is a transitional period during which a child is

becoming, but is not yet, an adult.

• When processing information, adolescents are highly influenced by their amygdala, a part of the limbic system (region of the brain associated with emotion) rather than their prefrontal cortex (region associated with the ability to plan, control impulses/aggression and apply reason).

• As a result adolescents are more likely to engage emotionally, instinctively and impulsively.

• In order to understand decision making during adolescence, it is important to consider the role of emotions and the interaction between thinking and feeling.

• Decisions made by adolescents are unlikely to emerge from a logical and considered evaluation of a situation. Rather decisions

are the result of a complex set of competing feelings – for example, excitement of risk, desire to feel accepted, fear of rejection etc.

• It is important to help adolescents learn how to predict and assess consequences that may be a result of their actions.

• With experience, adolescents are able to regulate their instinctive reactions with more rational and reasoned responses.

• During this time of development, adult role-models are an important way of demonstrating how to make good decisions and how to control emotions.

• During adolescence NEVER assume that you and your son are having the same understanding of a conversation.