Helping shape a better future through power of giving
The Year 6 students from Geraldton's St Francis Xavier Primary School are jumping on board the Kids Helping Kids storytelling competition, which launches on Monday as part of the Premier's Telethon Challenge.
Their teacher Kieya Smith said her class was so inspired and moved from a visit to PCH during a Year 6 camp in May, they straight away asked what they could do for Telethon.
'They came back, and they were like, 'Let's raise some money,' it all started from that, and they've kicked off and kept rolling, and have lots of drive behind it,' she said.
Ms Smith praised the students' initiative, saying their efforts had brought a fresh energy to the school.
'In most of our lessons, we do something towards this,' she said.
The class was introduced to the Premier's Telethon Challenge, a Statewide school fundraising initiative, and sprung into action.
Every Tuesday, the class splits into factions to develop and run unique fundraising activities, placing donation boxes in the classrooms, running bake sales and getting support from local businesses.
One recent highlight was a school-wide pyjama day, which raised $662, adding to a total of $6740 raised towards their $8000 goal.
Their next challenge is the Kids Helping Kids storytelling competition, which invites WA students, from kindergarten to Year 12, to reflect on how they and their school are shaping a brighter future through fundraising for WA kids.
Asked how it feels knowing his story could help other kids, Year 6 student Flynn Hosking said: 'It's a good feeling because you know how much they need it.'
Classmate Leeuwin Griffin added it was 'just not fair' what these kids were going through. 'We've been trying to get people to show more empathy for them,' he said.
Fellow student Indie Haines is positive the fundraising will make a difference.
'There will be a lot more money getting put into research and so that means more cures to help a heap of sicknesses,' she said.
The students remain focused on their goal of not just raising funds, but of raising awareness.
Storytelling competition entries can take any written or visual form — from short stories and photography to posters and poems.
It is open until Friday, August 15 and winning entries from four age categories will be published in The West Australian. Schools can submit one entry per age category.
For more information visit telethon7.com
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Perth Now
2 days ago
- Perth Now
Perth Zoo's gibbon seen for first time since loss of newborn
Jermei — Perth Zoo's white-cheeked Gibbon — has ventured outside for the first time since her heartbreaking pregnancy loss. On a cold, wet Wednesday morning, one of Perth Zoo's rarest animals soared through the air for the first time in three weeks. Bounding along with daughter Lulani and mate Kayak, white-cheeked gibbon Jermei seemed to embrace the freedom that had been taken from her since tragedy struck. Last month, the 22-year-old primate lost what would have been her sixth child shortly after birth. Gynaecological experts performed a caesarean to give the baby the best chance at surviving; and while the infant had a faint heartbeat on delivery, it died shortly after. And because of the surgery, it also meant a fragile Jermei had to stay inside away from the familiarity of her family. Jermei explores the new gibbon exhibit at Perth Zoo with mate, Kayak. Credit: Ian Munro / The West Australian, Ian Munro Primate keeper Nene Haggar said Jermei's time recovering had proven difficult as she wanted to be with her two fellow resident gibbons. But she said there was a risk the primate pair could inadvertently unpick stitches during grooming, so they were slowly reintroduced under the Zoo team's watchful eyes. 'We actually had to keep her separated, and she did not enjoy that at all. She found it really challenging,' Ms Haggar said. 'When you've had a C-section, they do ask for you to be very inactive and just to sit and rest — that's quite difficult with gibbons. Naturally, they're just curious, and they want to play and they want to move around. 'Because Jermei is making really good progress in recovery, we did want to see how she'd go having the full access to her whole space.' Jermei explores the new Gibbon exhibit at Perth Zoo for her first today. Ian Munro Credit: Ian Munro / The West Australian And so, finally, on Wednesday, she was able to explore the Zoo's new open gibbon exhibit for the first time, roaming through the enclosure and dangling from ropes before sitting pensively on the ground as if pausing to wonder what had happened over the last month. Jermei has had five successful pregnancies, with her six-year-old youngest daughter Lulani still living with her. She has previously had reproductive hardships, including a stillbirth a last year, and Ms Haggar said this year was likely Jermei's last in the breeding program. 'This would have been her last opportunity, and then, because she has had complications and challenges, we just decided that it would be best just to let her live her life and relax now,' she said The white-cheeked gibbon is critically endangered, and one of the rarest primates in the world, with Perth Zoo residents part of a global breeding program to grow numbers. So far, 11 white-cheeked gibbons have been born in the past 35 years.
Perth Now
4 days ago
- Perth Now
Helping shape a better future through power of giving
Inspired after a recent visit to Perth Children's Hospital, a group of Geraldton students are combining compassion and creativity to harness the power of fundraising and storytelling — all in the name of Telethon. The Year 6 students from Geraldton's St Francis Xavier Primary School are jumping on board the Kids Helping Kids storytelling competition, which launches on Monday as part of the Premier's Telethon Challenge. Their teacher Kieya Smith said her class was so inspired and moved from a visit to PCH during a Year 6 camp in May, they straight away asked what they could do for Telethon. 'They came back, and they were like, 'Let's raise some money,' it all started from that, and they've kicked off and kept rolling, and have lots of drive behind it,' she said. Ms Smith praised the students' initiative, saying their efforts had brought a fresh energy to the school. 'In most of our lessons, we do something towards this,' she said. The class was introduced to the Premier's Telethon Challenge, a Statewide school fundraising initiative, and sprung into action. Every Tuesday, the class splits into factions to develop and run unique fundraising activities, placing donation boxes in the classrooms, running bake sales and getting support from local businesses. One recent highlight was a school-wide pyjama day, which raised $662, adding to a total of $6740 raised towards their $8000 goal. Their next challenge is the Kids Helping Kids storytelling competition, which invites WA students, from kindergarten to Year 12, to reflect on how they and their school are shaping a brighter future through fundraising for WA kids. Asked how it feels knowing his story could help other kids, Year 6 student Flynn Hosking said: 'It's a good feeling because you know how much they need it.' Classmate Leeuwin Griffin added it was 'just not fair' what these kids were going through. 'We've been trying to get people to show more empathy for them,' he said. Fellow student Indie Haines is positive the fundraising will make a difference. 'There will be a lot more money getting put into research and so that means more cures to help a heap of sicknesses,' she said. The students remain focused on their goal of not just raising funds, but of raising awareness. Storytelling competition entries can take any written or visual form — from short stories and photography to posters and poems. It is open until Friday, August 15 and winning entries from four age categories will be published in The West Australian. Schools can submit one entry per age category. For more information visit
The Advertiser
02-07-2025
- The Advertiser
'Sense of belonging' helps Indigenous kids at school
Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change." Holistic support for Indigenous students, combining tutoring with cultural activities and engagement with Elders increases attendance and improves confidence at school, a study has found. Attendance levels and grades, as well as confidence and sense of belonging at school were measured among more than 500 students at 47 schools across NSW, where the Aurora Education Foundation delivered its Redefining Indigenous Success in Education program. The five-year initiative has three levels of support, with the most basic covering tutoring services and a laptop for students. Alongside tutoring, the two more intensive programs include up to $1000 financial assistance for students each semester, cultural activities or camps, and days where students' families could engage with staff, Elders and mentors in the program. In the most intensive program, fewer students wanted to stay home from school at least one or twice a week (17 per cent) when compared to the program with the basic level of support (35 per cent), the evaluation found. Students in the most supported programs reported stronger feelings of school belonging compared to their peers receiving basic support. They also had higher confidence in their future - 76 per cent compared to 59 per cent. "It makes sense that when students are getting the supports they need, they're more likely to go to school more," Aurora Education Foundation chief executive Leila Smith told AAP. Ms Smith, a Wiradjuri woman, said the $1000 financial support for students also helped to change students' mindsets, with the teens who received it reporting increased happiness and more confidence. While tutoring is important, Ms Smith said this study shows a range of supports are needed to make a real difference to students. "If they don't feel confident as an Indigenous person or they're experiencing racism in the classroom, tutoring alone isn't going to cut through," she said. The Redefining Indigenous Success in Education initiative was co-designed alongside Indigenous families, Elders and communities. Ms Smith said it was important to listen to families about what success meant to them, and design a holistic program, led by Indigenous ways, to support students. "Targeted, culturally grounded support works," she said. "We now have the evidence to back what communities have long known, which is that strong relationships, high expectations and systems designed with us can deliver real change."
