Please go to our school calendar on the website or COMPASS for more details.

Please note that the first day of Term 4 (14 October) is not a pupil free day. Students attend school on the first day of term. 

Please note that the last day of Term 4 (17 December) is a pupil free days for professional learning for staff. Students do not attend school on this day. OSHClub will be available.

Term 4 Weeks 2-10

• Maths Games Awards (week 3)
• Kinder excursion - Canberra Theatre (week 4)
• 2025 Kinder Information Evening (week 4)
• 2025 Kinder Orientation Morning (week 4 & 6)
• Grandparents Day (week 4)
• Yr 3   excursion Parliament House (week 4)
• Yr 2 excursion - Questacon (week 5)
• Yr 6 - SFX Orientation Morning (week 8)
• End of Term Awards (week 8)
• Kindergarten Nativity (week 8)
• End of Year Mass (week 8)
• Christmas Picnic (week 8)
• Sue Ferguson Award (week 9)
• One Up Afternoon (week 9)
• Yr 6 Graduation Mass (week 9)
• Yr 6 Big Splash Fund Day (week 9)
• Cornerstone Ceremony (week 9)
• Teachers vs Students Netball (week 9)
• Colour Run (week 9)

Boorowa Carnival

Today many of our Year 5 and 6 student headed to the Boorowa Netball and Touch Football Carnival. They left early this morning and return later this afternoon. At the time of writing, reports from the event have been that the students have had a wonderful time...and are quite exhausted, along with the staff who took them.

Thank you to Mrs Dess, Mr Seaman, Mr Spencer and Mr Tarry for supporting the students today. Thank you to the parents who helped manage teams and thank you to the students and teachers from SFX who provided excellent support for each team. 

Class Allocations 2025

During this term, we will finalise our staffing arrangements for 2025. When it comes to class placements for students we aim to ensure a fair, considered and just process in allocating students to classes for the next school year.

Teachers are in the best position to decide a child’s placement because they know all the children in their classes and have a view of the ‘big picture’ and what the learning needs are for each child. I also invite parents to inform me of any educational concerns that you feel need to be considered, for your own child’s well-being or development.

There are only two classes at each year level at St John the Apostle Primary School. Every year we mix the classes to help children spend time with different people as well as reconnect with others they haven't shared a class with for some time. We do keep a history of previous considerations for the arrangements. When forming balanced class lists the following factors are taken into consideration:

• gender;
• diverse needs;
• work habits;
• personal plans;
• intervention needs and supports;
• friendships;
• behaviour;
• health considerations;
• religious identity(to assist in achieving a balance between classes, especially in sacramental years);
• common names, and
• new students enrolled for the following year.

Ideally, we aim for an equal spread of all characteristics in a class. Where practical, parent requests based on educational concerns will be considered. At St John the Apostle, we will use the following principles and guidelines when considering the placement of students each year:

• Every care will be taken to ensure that each child is placed in the best situation to enhance learning and social development;
• Teachers will ask students to name three people they would like to be in the same class as next year and teachers will endeavour to make sure that one of those is met (it is not possible to have all three);
• Parents who wish to raise particular educational concerns regarding the placement of their children in a classe should put the concern in writing and email it to me directly (matthew.garton@cg.catholic.edu.au) by Friday of Week 4 of Term 4 (Friday 8 November);
• Parent concerns regarding educational needs of students will be considered during the process. No definite guarantees can be given regarding parent concerns. No requests for specific teacher will be accepted. All teachers work hard to provide the best possible learning opportunities for their students;
• Where appropriate, advice will be sought from the Inclusion Teacher and School Counsellor alongside the current Class Teacher during this process;
• Considering all the factors listed above, the current Class Teachers compile draft class lists from mid Term 4. These are then handed to me to confirm;
• Children will be informed of their class placement for the 2025 school year in December (Week 9) and the opportunity will be provided for them to spend some time with their new class teacher;
• Throughout this process, after appropriate consultation, I reserve the right to make final professional decisions regarding the placement of children.

As you can see, these decisions are given very careful consideration and we look to balance the needs of all students. Once class lists are finalised we select the teacher best suited to each group.

Thank you for working together with us to provide the best possible learning opportunities for you child.

Not quite as simple as that!

Weekly and Monthly Reviews

I learnt French for two years in the 1980’s.  All I can remember is “Do you speak English?” in French.  Why? Well for two reasons. Sadly, I have had no reason to go to France and my French teacher was unaware of Rosenshine’s Principles of Instruction and was not an effective teacher in the first place.

Research shows that if we don’t use it, we lose it.  Having to reach into your long-term memory takes some effort. Somewhat like looking for an old file in a filing cabinet, you have to search.  The more often you must recall a times table for example the easier it is to remember quickly. 

You may have been able to recite the periodic table as child or the alphabet backwards. If you haven’t done it for a while, it is harder.  So, reviewing, dipping in and out of previously learnt knowledge, helps students to draw on that knowledge more easily. 

Luckily, I do not work for the German Coast Guard. My German is only slightly better than my French. 

I hope this series has helped develop your understanding of the way we teach at St John the Apostle. Rosenshine’s principles help students learn and retain information by reducing cognitive load. It helps teachers be effective by concentrating on strategies that we know support student learning.

Stephanie Stewart

Brain Chemistry Hacks for Better Learning