- Yr 3 Excursion - National Zoo & Aquarium (Week 10)
- End of Term Awards Ceremony (Week 10)
Please go to our school calendar on the website or SZapp for more details.
Welcome to the first day of our seven day lockdown period. The story continues to unfold as we anticipate the impact of this lockdown and what it means for all of us.
At the moment we are focusing on the information we have at hand: that we are in lockdown for seven days and that Catholic schools are having two pupil free days and then remote learning from Tuesday to Thursday next week.
At the moment our focus is to:
- help everyone in our community to stay healthy and safe
- help our families and students to stay connected
- help our students to continue to learning and grow
What will remote learning look like?
Today our staff team met to organise the remote learning program that will be on offer. They are currently finalising arrangements. More detailed information will be provided on Monday. The most important information is:
- K-2 will be provided with remote learning tasks through Seesaw.
- Years 3 -6 will be provided with remote learning tasks through Google Classrooms.
- these, and other learning platforms, will be embedded in MS Teams. MS Teams will be used for face to face video communication.
- yesterday all students were provided with log in details for these platforms (please email your child's teacher if you need to obtain these).
The remote learning tasks will be based heavily upon the routines that students are familiar with in their classrooms. Each day of remote learning will include:
- a recorded morning greeting from the teacher
- two Daily 5 Literacy tasks
- one Daily 3 Maths task
- an option for an extra task from a grid provided for the week (PE, Science, Visual Arts, etc)
- a scheduled live MS Teams video session with the teacher and class
Additional support for students
On Monday our Inclusion Assistants will phone the families of all students on a personal plan to check in and see how they are and to let them know how they will help them during remote learning. They will be working remotely so this call may come through as a 'Private Number'. Please be aware so as to answer this call.
Students who are part of the Minilit intervention program will continue to participate in this. Mrs Neiberding is contacting all of these families today and Monday to explain how this will occur in an online environment.
Stewart is also looking forward to touching base with many of the students he works with.
What if my child can't access a device for all that time?
We have put together some packs of tasks and work that can be printed off at home for students to complete and then send through to their teacher. These will be available on Monday along with the other information.
Last year we did lend out devices to some families during remote learning. With a seven day lockdown we will not be doing this. Should the lockdown be extended we will then consider it.
What if I am an essential worker?This is a hard and fast lockdown and to be effective it is expected that if parents can keep their children home they must. The school will be available for students whose parents are essential workers (employed in roles that support the community) or have vulnerable circumstances. Any student that attends the school on these days will be undertaking the remote learning program and not be taught by their usual class teacher. A skeleton staff will be on site for supervision and students will be arranged in groups that minimise contact and to comply with lockdown requirements.
What can I do before next Tuesday to prepare?
In the meantime please:
- locate and store the log in details for your child
- try logging in to MS Teams. Here are some useful guides from Catholic Education:
- think about the space that will be used for remote learning and how to set it up so it's easy to access and use
- think about a timetable for your day, when you will have some times for learning/work and when you will have some break time for play and togetherness
- plan some little routines for your family that will help everyone focus on the positive and be present to each other (ask them about 'What Went Well today')
Happy birthday to Aideen B, Brenda G, Tyler H, Lilly V, Anna T, Knox K, Alexandra L, Lewis B and Atharva P who all celebrated a birthday over the last week.
Please note that we ask students to not bring home made cupcakes to share with the class for their birthdays. This is a precautionary measure for health and hygiene. The Canteen offers a number of options to share with the class. Purchases can be made through the QKR app.
Congratulations to the following students who will receive an award for the fortnightly Positive Behaviour Focus at next week's assembly.
|KB||Piper A||Imogen C|
|KM||Charlotte S||Lewys C|
|1B||Fiesta M||Katie W|
|2B||Abigail B||Noah M|
|2M||Campbell G||Ivy S|
|3B||Blake W||Adrienne M|
|3M||Vanessa O||Ethan B|
|4B||Emry W||Alaina S|
|4M||Xavier T||Dante L|
|5B||Lucas M||Renecia O|
|5M||Otis H||Bailey C|
|6B||Evan P||Star H|
|6M||Briony F||Emma M
|Sustainability (K-2)||Noah M||Viliami M|
|Library||Alaina S||Jessie A|
The language of respectful relationships
“Sticks and stones may break my bones, but words will never hurt me.”
This reply to playground name-calling has been taught to children by generations of parents. While the sentiments are true, it demonstrates how destructive language can be when it’s used to hurt or humiliate.
Name-calling dehumanises the child or young person on the receiving end, making it easier for a perpetrator to bully, put down or abuse. The language of bullying and sexual abuse is deliberately vague and generalised making it easier to hurl insults about gender or ethnicity. It’s much harder to insult someone when real names are used as it becomes personal.
Bullying uses language that dehumanises. Respectful relationships has its own language, and it’s through this language that respect is shown, and personal safety and integrity are assured.
Parents can help children and young people to develop the language of respectful relationships in the following ways:
Use first or preferred names
The sound of a person’s name respectfully spoken is music to the listener’s ears. Teach kids to refer to other people by their first or preferred name. If a relative prefers to be called aunt or uncle rather than by their first name, then out of respect, encourage children and young people to adjust their language accordingly, even though you may not subscribe to such formalities. Politeness is respect in action.
Differentiate between behaviour and the person
It’s incorrect to define a child’s character through their poor behaviour. A child who tells lies is frequently called a liar, someone who steals is often labelled a thief, or someone who inadvertently shares secrets is deemed untrustworthy. In sporting parlance, focusing on the behaviour rather than on the person teaches kids about to play the ball, not the person. It may sound like splitting hairs but the focus on character traits rather than on a person’s behaviour is hurtful, often degrading, and leads to resentment rather than change.
Call out disrespectful behaviour
The standard of behaviour you ignore is the standard of behaviour you accept. Disrespectful behaviour needs to be called out by adults so kids learn that bullying, racism and other forms of disrespectful language are not acceptable. When discussing the behaviour and character of friends, fictional characters in books and personalities on film differentiate between the behaviour and the person, calling out the use of negative labels when you hear them. It’s easy to ignore disrespectful language when you hear it, but this one area where a consistent approach by adults is critical.
Frame behaviour as a choice
Framing behaviour as a choice is an essential respectful relationships strategy that needs to be reinforced for children and young people. “That’s a smart/good/helpful choice!” is the type of response kids should repeatedly hear, reinforcing that their behaviour is a result of choice rather than driven by others, circumstances, or emotion. Personal choice negates the idea that somehow other people or circumstances determine behaviour, or become convenient scapegoats for all types of abuse and disrespectful behaviour . “She/he made me do it” just doesn’t wash in a civilised society.
Develop a wide vocabulary
Build a wide vocabulary of terms essential to respectful relationships. Terms such as safety, choice, respect, acceptance, tolerance, love, likeable and host of others should be familiar to kids as well as phrases that emphasise fair and respectful treatment of others in all types of environments.
Respect is shown not only through the treatment of others but through the language kids use every day. By focusing on the language of respect you are laying the basis for kids to enjoy respectful relationships both now and in the future.
Michael Grose, founder of Parenting Ideas, is one of Australia’s leading parenting educators. He’s an award-winning speaker and the author of 12 books for parents including Spoonfed Generation, and the bestselling Why First Borns Rule the World and Last Borns Want to Change It. Michael is a former teacher with 15 years experience, and has 30 years experience in parenting education. He also holds a Master of Educational Studies from Monash University specialising in parenting education.