“Being a chef for 30 years, I’m adaptable very quickly and I’m just a ‘get it done’ person,” the Yorke Peninsula woman says.

“I just threw myself into it,” she says of her role as a foster carer.

She and her former husband had one child, Jaxon, now 18, and while Naomi would have liked more, life hadn’t panned out that way. About five years ago, with two of the four bedrooms in her house empty and an awareness of the level of need in her community, she decided to explore foster care. Naomi had long considered becoming a carer but previously believed that might not be possible because she was single.

“There were a lot of children in Jaxon’s school who would come out of school and they’d be laughing, then you’d see them slump because they had to go home,” she says.

She first took on the care of two siblings, who were eventually reunited with their birth family, and later, teenager *Lucy. While Naomi says foster care comes with many challenges, she relishes seeing changes in Lucy’s life, particularly developments in her emotional regulation and resilience.

Lucy is doing well at school, is involved with multiple sports clubs and was recently accepted into a sports academy.

“After she was accepted… she was saying to her coach and occupational therapist, ‘If I was with any other carer, I wouldn’t have been able to get any of these opportunities like I’ve had with Naomi’.”

“That was nice to hear. Teachers are also saying, ‘She’s come such a long way, and that’s because of you and your help’.”

The Department for Child Protection aims to safely reunify children with their birth families wherever possible. Foster carers play a vital role in caring for children while services work with families to address safety concerns, or to find extended family members who can safely care for the children.

Naomi, who also supports other carers through a role with Uniting Country SA, encourages others who’ve considered foster care to explore the various options available.

“Yes, it’s challenging, but so is parenting any other child. There’s so much support available and it’s such a rewarding experience, knowing that you’re giving a child a new start and a safe place,” Naomi says.

*Name has been changed for privacy reasons

More the merrier in couple’s household

Foster carers Peter and Jo say there’s “symphony in the chaos” of a household with six children.

The Upper Spencer Gulf couple have three of their own biological children and have also taken on the care of three other primary school-aged siblings, supported by Centacare Catholic Country.

Jo says the children all look out for each other and in particular, have rallied around the couple’s youngest foster child, *Dale, who lives with significant disabilities.

“He’s become the centrepiece for the whole family – they all love him, help him and look after him. Because they see his disability, it draws out their compassion – it’s beautiful.”

Jo says the role isn’t without its challenges, including navigating the child protection system’s decision-making process and changes in case management staffing.

“There’s a lot of phone calls and a lot of time and meetings, but that helps keep the children safe,” she says.

“You do need a thick skin. But the end product is you’re giving these kids … opportunities they wouldn’t have had – and hopefully they’ll succeed as adults.”

Jo is a full-time carer and Peter owns his own wellbeing business, acknowledging that being self-employed also helps the couple to manage their “full dance card”.

Good organisation is also key, he says.

“I feel very blessed to be in a position where we can see two sets of siblings grow up together and be involved in raising them,” Peter says.

*Name has been changed for privacy reasons

Foster care: your questions answered

I haven’t had my own children. Can I still be a carer?

Yes! What matters most is that you want to provide a safe and loving home environment, and are willing to learn, collaborate and receive ongoing training and support.

Do I need to own my home?

No! As long as your house is safe and suitable for children, that’s the priority.

Do carers need to be partnered?

We welcome foster carers from all walks of life. Whether you’re single or partnered, heterosexual or part of the LGBTQIA+ community, we need your support.

What types of placements are available?

You don’t have to be a child’s full-time carer. Emergency care may involve an overnight stay or last up to two weeks. Respite carers have a child with them for short stays, such as weekends or school holidays. There’s also short-term and long-term care, and specialist care for children with complex needs.

Where can I find out more?

fostercare.sa.gov.au
1300 2 FOSTER (1300 2 367 837)

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That’s exactly why so many childhood vision problems go unnoticed, according to Health Partners optometrist Daniel Wong. “Sometimes they don’t complain because what they’re seeing is all they’ve ever known,” he says. “They assume what they’re seeing is normal – what everyone else is seeing too.”

There’s no obvious symptom to catch, no complaint to follow up on, just a child slowly adapting to a version of the world that isn’t quite in focus. And it’s more common than most parents realise: according to Optometry Australia, one in five children has an undetected vision problem. “It doesn’t surprise me,” Daniel says. “Many vision problems go undetected simply because children aren’t routinely examined. If they’re not complaining and they’re coping reasonably well, it’s easy for issues to be missed.”

Coping reasonably well is the key phrase there. Plenty of the signs of a vision problem look, on the surface, like something else entirely. A child who seems clumsy might actually have reduced depth perception. A reluctant reader might be avoiding a task that’s simply too visually demanding to enjoy. A kid glued to the TV might just be sitting where the picture’s actually clear. “Sometimes this is mistaken for a lack of interest rather than a vision issue,” Daniel says – which means a child can spend years being nudged toward “trying harder” at reading, when the real issue was never effort at all.

This is also why Optometry Australia recommends a test before a child even starts school, rather than waiting for a problem to surface. “Children do much of their learning visually,” Daniel explains. “If they can’t see comfortably, they may struggle to concentrate, become frustrated or avoid reading tasks – not because they aren’t capable, but because the task is too visually demanding.” Research backs this up: Uncorrected vision problems can affect reading performance, classroom engagement and confidence. It won’t be the answer for every child but ruling vision problems out early means it’s one less thing standing in the way.

For parents wondering what a kids’ eye test actually involves, it’s a lot less confronting than the word “examination” might suggest. At Health Partners Optical, the exact process depends on the child’s age and stage, but it usually starts with a vision test using letters or pictures, followed by eye movement and colour vision checks, along with a general look at eye health – sometimes including a photo of the back of the eye. Some children will need drops to relax the eyes.

And if there’s one thing Daniel wants hesitant parents to know, it’s that there’s no real downside to getting it checked early. “A comprehensive eye examination gives you a valuable baseline of your child’s eye health and vision,” he says. “Many vision problems develop gradually and don’t cause obvious symptoms, so it’s much better to identify them early rather than waiting until they begin affecting learning or everyday activities.”

Cost is often what turns ‘I’ll get around to it’ into next year. The examination itself is usually the least of it – eye tests can often be bulk billed through Medicare, and gap-free options are available with most current extras cover. If you’re on an older policy, a quick call to Health Partners Optical will tell you where you stand. Glasses are a separate question, and worth asking about upfront: some prescriptions need specialised lenses that cost more than a standard pair.

Some of it is written into a family long before a child sits in the chair. Daniel recently tested a young boy for his very first eye exam. His mum has high astigmatism – and it turned out he did too, at almost exactly the same strength, on exactly the same axis. “Astigmatism often runs in families,” he says, “but seeing such a close match always makes you smile. No DNA test needed.”

Which is rather the point. Much of this isn’t about waiting for a problem to show up; it’s about finding out what’s already there.

Ask Daniel what he enjoys most about the job, though, and it isn’t the puzzles. It’s the appointments that end with nothing to fix at all – telling a child their eyes are great and they don’t even need glasses.

With six locations across South Australia, your local store is never far away. Health Partners Optical bulk bill eye tests and welcome all health funds.

Visit healthpartners.com.au to find your nearest optical store.

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When we think about keeping our kids healthy, food is often the first thing that comes to mind. And food absolutely matters. The meals and snacks we provide give growing bodies the energy and nutrients they need to develop. They also support busy brains that are learning, remembering, concentrating and making sense of the world around them. But health is about much more than food. A healthy childhood is made up of lots of little, everyday moments. A run around the backyard. Climbing a tree. A walk in the sunshine. A bedtime story. A cuddle after a difficult day. A meal shared together. A child feeling safe, loved and connected.

These everyday moments help children’s bodies, brains, feelings and learning. And perhaps the best news for parents is that healthy childhoods are not created by perfection. All those small things you do, over and over, make a big difference.

Start with a growing brain

A child’s brain is developing at an extraordinary rate during the early years. Although the brain makes up only about 2 percent of our body weight, it uses around 20 percent of the body’s energy. Growing brains need energy and a wide range of nutrients to support their development and all the work they do each day. Every conversation, game, adventure, meal and relationship provides experiences that help shape the developing brain.

That means children need more than information to learn. They need nourishment. They need movement. They need rest. They need opportunities to explore, imagine and play. Most importantly, they need relationships where they feel safe enough to learn, make mistakes and try again.

Health isn’t a single behaviour. It’s a collection of experiences that work together.

Add good food, most of the time

Food is one important piece of the wellbeing puzzle. The food children eat provides the nutrients their bodies and brains need for healthy growth and development.

Nutrients such as iron, protein, omega-3 fats, vitamins and minerals all have important roles in the body and brain. The Australian Dietary Guidelines recommend that children enjoy a wide variety of nutritious foods from across the five food groups, with the balance and amount changing as children grow. But one of the most important messages for parents is this: children don’t need perfect diets to be healthy.

They need enough nourishing food, often enough, over time. Family life is busy and messy sometimes. There will be rushed mornings, uneaten lunchboxes, toast for dinner, takeaway and birthday parties full of treats. That’s perfectly normal. A healthy relationship with food isn’t built through fear or guilt. It develops through repeated opportunities to experience a variety of foods, positive family mealtimes and learning to recognise and respond to hunger and fullness. One meal won’t determine your child’s health. And one less-than-nutritious meal won’t undo it. What matters is the overall pattern over time.

Add fresh air, daily

One of the simplest ways to support children’s wellbeing is also one of the most accessible: nature. Research has found associations between access to natural environments and a range of positive outcomes for children, including physical activity, attention and aspects of mental wellbeing.

Children are naturally curious about the world around them, and time outdoors gives them room to move, explore, imagine and take manageable risks. A stick can become a magic wand. A puddle can become an adventure. A garden can become a place of discovery.

These moments may look like simple play, but they give children the chance to practise physical, cognitive and social skills while experiencing the natural world.

And it doesn’t need to become another parenting project. You don’t need an elaborate bushwalk – sometimes it’s noticing the clouds on the way to school, digging in the garden, walking the dog, riding a bike or sitting under a tree.

Stir in movement

Children are not designed to sit still all day. Movement isn’t a distraction from learning. Movement is part of healthy development. When children run, jump, climb, dance, balance and play, they are developing physical skills, coordination and confidence. Regular physical activity is also linked to benefits for children’s physical health, cognitive development and mental wellbeing.

For some children, movement can be an especially useful way to manage energy and emotions. Think about what happens when an adult has been sitting at a desk all day. Sometimes we need to stand up, stretch our legs, take a walk and get some fresh air before we can think clearly again.

Children need opportunities to move throughout the day too. Sometimes a child who appears restless, distracted or overwhelmed doesn’t need more instructions. They might need to move. A bike ride. A game of chasey. A walk after dinner. A dance party in the kitchen. A trip to the park. The goal isn’t to add another task to your parenting checklist. It is simply to create more opportunities for children to move their bodies in ways that feel enjoyable.

Add a heaped cup of play

Play is often underestimated because it looks like children are ‘just having fun’. But it’s how children rehearse the skills that matter – creativity, problem-solving, communication, cooperation, flexibility and emotional regulation.

A child playing shops is practising social communication. A child building with blocks is experimenting and planning. A child inventing an imaginary world is using creativity and language. A child playing a game with a sibling is negotiating, and learning patience. Playing outdoors adds physical skills and a connection with nature.

Play is one of the ways children make sense of their world – and, perhaps most importantly, it gives them joy, curiosity and agency.

Fold through connection

There is another essential ingredient in a healthy childhood that cannot be measured on a nutrition label. Connection. Children’s relationships and environments are important influences on their development and wellbeing. When children experience responsive, caring relationships, they have a secure base from which to explore, learn and gradually develop independence. This doesn’t require hours of uninterrupted “quality time” every day.

Connection often happens in tiny moments. Talking in the car. Cooking together. Reading a story. Asking, “What was the best part of your day?” Listening when they tell you something that seems small. Sitting beside them when they are upset. Laughing together. These moments communicate a powerful message: You matter to me, you belong here. I see, hear and value you.

A sense of connection is an important foundation for children’s social and emotional development.

When things boil over

Parents often wonder whether food, lack of exercise, too much screen time or not enough sleep is responsible for difficult behaviour. Sometimes these factors can contribute to how children feel and function. But children’s behaviour is influenced by many different things, and it’s rarely helpful to look for just one cause. A hungry child may find it harder to manage emotions. A tired child may struggle with concentration and flexibility. A child who hasn’t had opportunities to move may be restless. A child who has been inside all day may benefit from some fresh air and space. A child who has had a difficult day at school may simply need connection and comfort.

Before asking, “What’s wrong with my child?”, it can sometimes help to ask: “What might my child need right now?” Food? Rest? Movement? Fresh air? Connection? Comfort? Or perhaps simply someone who understands that today has been hard. This doesn’t mean we ignore behaviour or remove expectations. It simply means being curious about what might be influencing it. That small shift can change the way we respond.

Repeat daily

Healthy families aren’t created through perfect meals, perfectly balanced routines or children who always want to play outside. There will be busy mornings. There will be screens. There will be takeaway. There will be days when everyone is too tired to go to the park. There will be vegetables left untouched on the dinner plate. That’s family life.

What matters is what happens most of the time. A nourishing breakfast. A game in the backyard. A walk in the fresh air. A meal shared together. Time to play. A good night’s sleep. A conversation in the car. A cuddle after a difficult day. These moments may seem small, but repeated over months and years, they become part of the environment in which children grow.

So perhaps we can take some of the pressure out of raising healthy children. We don’t need to create perfect childhoods. We just need to offer enough nourishment, movement, nature, play, rest and connection to support children as they grow, learn and flourish. Because wellbeing isn’t created by one perfect choice. It is created by thousands of small moments. And every ordinary day gives us another opportunity to provide them.

Where this recipe comes from

This article draws on the Australian Dietary Guidelines and World Health Organisation recommendations for young children’s nutrition, physical activity, sedentary behaviour and sleep, alongside research into child development, play, nature, physical activity and social and emotional wellbeing.

The evidence does not suggest that there is one perfect formula for raising a healthy child. Instead, children’s health and development are influenced by a range of interconnected factors–including nutrition, movement, sleep, play, relationships and the environments in which children live and learn.

The goal isn’t perfection. It’s giving children plenty of opportunities to thrive.

Unmad: Stress less and connect more out now:
positivemindsaustralia.com.au/books/unmad

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At Pulteney, we offer The Best Reception: a gentle, nurturing transition to school where every child is truly known, seen and supported.

Whether your child joins from Pulteney’s Early Learning Centre or from another early childhood setting, our focus is the same: to ensure they feel confident, prepared and ready to learn from the very beginning.

Importantly, your child’s Reception journey begins well before their first day.

“A unique feature at Pulteney is our dedicated Reception Transition Teacher, a specialist role designed to support each child’s individual pathway into school.” Jason Fay, Head of Junior School

“In the six to 12 months prior to Reception, children and families are gradually introduced to school life through a carefully structured transition experience,” Jason explains.

This includes building relationships early, connecting with each child’s current educators, and developing a clear understanding of their strengths, interests and individual needs.

Ms Jacqueline Lee, Reception Transition Teacher, says this approach ensures Reception is a continuation of each child’s learning journey, not a new beginning.

“By the time children begin their first day of school, they do so with excitement and confidence. They recognise familiar faces, understand routines and feel ready to engage in their learning.”

This thoughtful approach supports your child’s development across social, emotional and academic areas, providing a strong, confident start, focused not just on what children learn, but how they experience learning.

With small class sizes and experienced teachers, every child is individually supported, while play-based learning builds confidence, friendships and a love of learning. Specialist teachers enrich this further through Mandarin, science, physical education, art and music. Wellbeing sits alongside academic growth, helping children feel secure and capable now and into the future.

For many families, it’s this sense of care, connection and belonging that stands out most, because when a child feels like they belong, everything else follows.

If you’re thinking about your child’s start to school, there’s no better way to understand what makes Pulteney different than experiencing it for yourself.

Book a personalised tour or join a Principal’s Junior School Tour
pulteney.sa.edu.au

2026 Principal Tour Dates (ELC & Junior School)
Thursday 20 August
Wednesday 28 October

Limited places available for Reception & Mid-Year Reception 2027

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SASY is a secondary school for young people who need something different from mainstream education. It’s a place where students can find their interest in learning again, with an approach that puts wellbeing alongside academics.

For students who need extra time, learning support, mental health support, or more flexibility, or who’ve just found that traditional school hasn’t worked for them, SASY may be the right fit.

Our community

Smaller classes make a real difference at SASY. Our small cohorts mean every young person gets tailored support, targeted help where they need it, and room to grow.

SASY is also a connected, inclusive community where students feel safe, known and valued, the foundations for re-engaging with school.

Student-centred learning

Our teachers act as facilitators, creating learning environments that encourage exploration and inquiry. A student-centred approach builds critical thinking, creativity, and the ability to apply what students learn to the real world. Students take ownership of their own learning, working out what suits them and building confidence through choice.

The SASY way

We know wellbeing comes before personal and academic growth, so we focus first on creating a safe environment where young people feel supported and connected.

Youth workers play a vital role at SASY, helping build and maintain the relationships that hold the school together. They work alongside teaching staff, offering co-regulation, advocacy and practical support to help students through their school day and the wider challenges of life.

Middle and senior school

In Middle School, SASY uses an experiential approach to the Australian curriculum, with hands-on programs built around students’ interests.

Senior School runs over three years, giving students the time and flexibility to move into pathways that are meaningful and achievable for them, SACE, VET, apprenticeships, employment, further study, or community and industry engagement.

See what makes SASY different

“At SASY, the focus is completely different. It’s a student-driven, diverse environment where wellbeing and identity are at the heart of everything.” – Tulsi, student.

SASY offers a flexible, student-centred approach built around young people; their interests, their needs, their way. Our team is here for young people every step of the way, in the classroom and beyond.

Enrolments for 2026 and beyond are open now: sasy.sa.edu.au

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By Edwina Reid, founder of NeuroPhysiotherapy Services

Most parents of school-aged kids will have lived through a version of this. A head clash at training. A fall off the bike. A clipped head on the netball court. The child seems mostly okay, maybe a bit quiet on the drive home, maybe a headache that lingers into the next day. And then the question starts forming: is this just a bump, or is it something more?

Concussion is something Australian families are talking about more than ever, and for good reason. According to the Australian Institute of Health and Welfare, more than 20% of children will experience a concussion by the age of 16, and sport is the leading cause in 10 to 15-year-olds, contributing to more than 60% of concussion-related hospitalisations in that age group. Rugby, cycling, AFL, soccer and equestrian top the list.

The numbers are sobering, but they’re also why specialised care matters. A concussion isn’t always obvious. It’s a traumatic brain injury caused by a knock to the head, face, neck or body that transmits force to the brain, and it can evolve over hours or days. Diagnosis relies on careful clinical assessment, not a single scan or test.

That kind of assessment is what NeuroPhysiotherapy Services in Eastwood is built around. Founded by Edwina Reid in 2001, the clinic specialises in neurological and vestibular physiotherapy, with concussion and traumatic brain injury rehabilitation a particular focus. Edwina brings more than 40 years of experience to the work, and her team assesses the visual, vestibular, cervical and autonomic systems together, not in isolation, while tracking how the central nervous system is regulating the body during recovery. They also treat the related injuries that often come with a concussion, particularly to the neck, jaw and face, which can be easy to miss but slow to resolve.

More than 20% of children will experience a concussion by the age of 16, and sport is the leading cause in 10 to 15-year-olds, contributing to more than 60% of all concussion-related hospitalisations in that age group.

For parents, the practical takeaway: if your child has had a knock and something feels off, persistent headaches, dizziness, fatigue, trouble concentrating at school, irritability that doesn’t lift, it’s worth seeking specialist input early rather than waiting it out. The right management in the first weeks can make a meaningful difference to recovery.

NeuroPhysiotherapy Services accepts patients via self or medical referral, is an NDIS-registered provider and offers private health rebates on the spot.

NeuroPhysiotherapy Services
121 Glen Osmond Road, Eastwood
neurophysio.com.au

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Students have the opportunity to explore a diverse range of styles, including jazz, tap and hip hop. The program is intentionally inclusive, welcoming students of all experience levels, whether a child is taking their very first dance steps or refining years of training. Every dancer is supported to progress at their own pace and develop a genuine love of movement.

Dance as part of the curriculum

For students in Years 9 to 12, dance is also offered as an elective subject, providing a deeper exploration of the art form through contemporary and lyrical styles. Students develop technical and expressive skills, learn choreography and performance techniques, and explore the history and evolution of dance. They respond creatively to ideas and stimuli, use choreographic devices to create original works and reflect on dance as a form of artistic expression.

Through this academic pathway, students build confidence as performers while also developing transferable skills in creative thinking, collaboration and problem-solving. Assessment includes performance, choreography and written reflection, ensuring a well-rounded and rigorous learning experience.

Building confident, capable young people

Dance shapes young people physically, mentally and socially. Weekly classes build strength, coordination, discipline and focus, while giving students a creative outlet to express ideas and connect with others. Instruction comes from experienced teachers who bring both technical expertise and real industry insight, with classes running year-round and open to all students regardless of background.

Performance and real-world opportunities

Performance is central to life at Tatachilla. Each year, dancers take to the stage for the college’s annual dance showcase, a highlight event drawing a crowd of around 500, and may also perform in the biennial school musical. Beyond the college gates, students perform in the City of Onkaparinga and McLaren Vale Christmas pageants, building confidence and connection with the wider community.

For those seeking extension, the Tatachilla Arts Academy offers an audition-based program for Years 7 to 11, where students work alongside industry professionals to create a 30 to 45 minute contemporary work, developing stamina, technique and artistic identity in a professional context.

Past graduates have gone on to pursue careers as performers and choreographers, with students accepted into Adelaide College of the Arts, Brent Street (Sydney), the Australian Company of Performing Arts and Queensland University of Technology.

Broadening horizons beyond the classroom

Tatachilla also looks beyond South Australia to broaden students’ horizons. Each year, selected students in Years 10 and 11 travel interstate to attend a national dance festival, participating in masterclasses led by industry professionals across a wide range of genres. In 2026, students will travel to Sydney for the Light the Way Dance Convention, take workshops with Sydney Dance Company and attend major theatre productions including The Lion King and Anastasia.

These immersive experiences are both inspiring and transformative, offering students fresh perspectives and a deeper understanding of the pathways available within the performing arts.

Supporting emerging artists

Tatachilla also offers an Arts Scholarship for eligible students entering Years 7 to 10. Designed to support emerging artists across dance, drama, music, visual art and production, the scholarship recognises both artistic talent and academic achievement. It provides students with the opportunity to further develop their skills, pursue their passions and be recognised for their strengths.

A community in motion

What truly sets Tatachilla apart is the way its dance program nurtures the whole student. While technical skill and performance opportunities are central, equal emphasis is placed on personal growth, wellbeing, body positivity and connection. Dance becomes a vehicle through which students build friendships, develop empathy and learn the value of collaboration.

For families seeking a school that values creativity as much as academic achievement, Tatachilla Lutheran College offers the space and opportunity for students to create, perform and reach beyond the ordinary.

Limited vacancies are available. Start your Tatachilla journey at tatachilla.sa.edu.au

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South Australia’s answer is Flying Start. From 2026, the Flying Start 3-year-old preschool program is being progressively introduced, with every South Australian child set to have access by 2032. Two years of quality preschool, rather than one, gives children more time to build the foundations that shape everything that follows: language, confidence, social connection, and a genuine love of learning. This is all part of a $1.9b investment over ten years into early childhood reforms, the most significant investment in early childhood in a generation.

Nearly a quarter of South Australian five-year-olds are currently starting school behind their developmental milestones, a finding that informed the Royal Commission into Early Childhood Education and Care, and that Flying Start is directly designed to address. Identifying those needs at three rather than five means earlier support, more time to close any potential gaps, and access to Preschool Boost funding for services to help children who need it.

Play sits at the centre of it. At three, children learn best through exploration, building, pretending, problem-solving, and making friends. Qualified early childhood teachers lead the program, designing age-appropriate experiences that look like play but are doing serious developmental work underneath. Language develops through conversation and storytelling. Confidence grows through trying things, failing, and trying again. Social skills emerge through navigating the small but significant worlds of other three-year-olds. It’s not about fast-tracking children into academic learning; it’s about giving them more time to grow into it.

The research on early intervention is consistent: the earlier children receive quality education and support, the better their outcomes across school and beyond. South Australia is now making that a reality for every family.

The sooner children start, the further they can go.

For more information, visit flyingstart.sa.gov.au

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There is something that happens when a child hears a live orchestra for the first time. It’s difficult to describe, but easy to recognise. The moment the sound fills the room, something changes. Eyes widen. Bodies go still. And then, almost always, a smile.

Music has always been one of the most powerful tools we have for child development. Research consistently shows that engagement with music strengthens memory, language, emotional regulation, and creative thinking. But beyond the science, there is something simpler at work: music makes children feel things. It opens doors inside them that other subjects sometimes can’t reach.

Seeing a live orchestra takes that a step further. For many children, it’s the first time they understand that music is made by people: real people, sitting just metres away, drawing sound out of wood and metal and string. They watch a bow move across strings and hear it in their chest. They see a conductor’s hands shape the music in real time. They begin to understand, instinctively, that this is a conversation, between musicians, between the music and the room, between the orchestra and them.

At the Adelaide Symphony Orchestra, we believe every child deserves that moment. That’s why we work hard to make live orchestral music accessible as a regular part of how young people in South Australia experience the world.

For schools, we offer a range of curriculum-linked performances throughout the year, designed to connect directly with what students are already exploring in the classroom. Excursion programs like Are We There Yet? this June, based on Alison Lester’s much-loved picture book, with music by Adelaide composer David Lang, bring storytelling and live music together in ways that are joyful, meaningful, and genuinely memorable. Bookings are available across the school year, making it easy to plan ahead and give your students an excursion worth talking about.

For families, we offer concerts designed to welcome children and parents together, relaxed, engaging, and built around the idea that a love of music is best grown early, and best grown together.

Whatever brings you through the doors, we promise this: the music will do the rest.

For more information, visit aso.com.au

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Port Adelaide has been part of this state for more than 155 years. That’s a lot of first games, and a lot of core memories made in the stands.

Power game days are built for kids. Both AFL and AFLW home games have a free, dedicated Kids Zone with footy skill challenges, face painting and activities to work through between quarters. With two seasons running across the year, there are more chances than ever to find a game that works for your family.

There’s a bit more to it than the fun, though. When thousands of supporters sing Never Tear Us Apart before the bounce, a kid picks up something that’s hard to explain in any other setting: that they’re part of something bigger than a game of football. South Australian families have been passing this down for generations.

Ready to give it a go? Power Kids Club is free to join.

Sign your child up and your family gets a free family pass to an AFL home game of your choice at Adelaide Oval, plus another to an AFLW home game at Alberton Oval. Kids also collect a merch pack on the day to take home.

No cost, no catch. Just your family and the footy.

For more information, visit: portadelaidefc.com.au/kids-club

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