Term 1 Week 4 2024

Principal's Message

Welcome to Week 4 of Term 1! Each year staff collaboratively review our school Strategic Plan and current practices within education to write our Annual Action Plan and for us at St Mary’s in 2024 our priorities are:

Engaged students, learning:

• Implement a synthetic, systematic approach to phonics and spelling to enhance reading skills.
• Students will grow in their ability to confidently produce clear, task-responsive writing that is well-developed, precise in vocabulary, and correctly punctuated.
• Reboot for Life and Learning- developing student growth mindsets towards learning through the ‘quadrants of engagement’.
• Developing a school culture of feedback for students, staff and parents in relation to learning.

Being Distinctively Catholic

• Develop a deeper understanding of our school charisms (Mercy and Rice traditions).
• Strengthen our daily meditation practices to suit each year level.
• Celebrate 150 years of the Mercy tradition within St Mary’s.

As we move into a new strategic plan for St Mary’s, in Term 2 we will be hosting a parent forum on 22 May to invite feedback to support our school. We will ensure that this is communicated again closer to the time.

One of the most important skills our children need to learn during their time with us at St Mary’s is the ability to read. Our brains don’t naturally learn to read in the same way we learn to walk, talk and listen. As babies, our children can hear our voices and begin to interpret what we are saying, regardless of language, and by about the age of 2 years old, begin to converse with us. The brain is not wired to do this with reading. It is much more complex. Below is an infographic of Scarborough’s reading rope that show the threads of reading and how it interweaves for learning this skill.

Therefore, as educators, we need to systematically and explicitly, teach the foundation skills of reading to the students. The first element of this is called phonological awareness. This is the ability to hear the individual phonemes (sounds) in words, and isolate beginning, middle and ending phonemes, recognise and create rhyming words, delete individual phonemes and add individual phonemes. At St Mary’s from Prep to Year 2, we use the systematic ‘sounds of reading’ approach from Decodable Readers Australia each day to introduce, review each phoneme and begin to blend and segment for word development by identifying graphemes (letters). We also use decodable readers to support reading, as moved from using predictable texts in 2023, to support the change within the Australian Curriculum.

These are the building blocks for reading development, and we then build upon this by adding in fluency, vocabulary development and reading comprehension. Within our Year 3-6 cohort from 2023, we monitored closely their reading growth data to ensure that all students were demonstrating growth in this area. From the data below, we are extremely proud of the reading growth of our students. We can’t provide accurate data for Prep – 2 as the introduction of decodable readers and the system use of PM Benchmarking don’t align, so the data is not clean. However, at the same time next year we will be able to share all students reading growth data.

This infographic is a great way to show parents the difference between decoding for reading and encoding for spelling/writing.

Learning to read is not an easy task and it is one that needs practice and repetition of skills. As parents we encourage you to read to and with your child/ren, regardless of their age, as the infographic below shows the number of repetitions a learner needs to grasp a new concept.

All staff (including myself, the teachers, and the Education Support staff) have been busy continuing to upskill in how children learn to read, and we have been modifying our practices to reflect the over 40 years of research that has gone into studying how the brain learns to read. So, you can rest assured, we are doing all we can to improve the learning outcomes for your children in reading but it does take time and we need your support at home as well. We are in this together!

Last year we received a small grant for student well-being from the government and from next week we are beginning our ‘Wellbeing Tuesday’ sessions every fortnight. This means that for the last half an hour for the day your child/ren will be able to participate in a well-being activity, such as lego, mindfulness colouring in, yoga, fitness circuit, Jumpers and Jazz craft, puzzles, mini ball games or gymnastics. Three of these groups are led by WIRAC – gymnastics, fitness circuit and yoga with limited spaces but that doesn’t mean your child will miss out as there will be a further opportunity for group changes in Semester 2. Student well-being is important to us and we hope that this is another way that will continue to support each student in their learning journey.

Emma Timmins

Principal

Religious Life of the School

Lenten Season

Last week we celebrated some special days in the Christian calendar to begin the season of Lent.

Shrove Tuesday

Shrove Tuesday comes from an old English word meaning “to confess,” since it was customary to go to confession before the beginning of Lent. It was also customary to use up meats, fats, and dairy products before entering the Lenten period of fasting; this led to the day’s nickname Pancake Tuesday. Last week many of our classes continued this tradition with enjoying a pancake treat.

Ash Wednesday

Last Wednesday, our students celebrated by Years 3-6 attending parish mass and Prep-Year 2 participating in a school liturgy. You may have heard about our students receiving a cross made from ashes and wondered what it is all about.

In the Christian tradition, Lent is a time of prayerful reflection and preparation for Easter. It begins with the traditional ritual of Ash Wednesday, when the sign of the cross is marked on the forehead with ash. These ashes come from burning last year's palms from Palm Sunday.

The ashes are a sign that Christians are ready to begin the Lenten journey towards Easter. Like all liturgical symbols, ash has many layers of meaning. The ashes are a reminder to simplify our lives, to be mindful of our shortcomings, to deepen our prayer life and turn to the message of the Gospel. Matthew in his Gospel (6:1-18) suggests what it is that the "Christian should be doing": "Give alms...Pray to your Father...Fast without a gloomy face."Almsgiving or making the needs of others, especially the needy, our own, has always been a focus of Christian expression. The "needy" encompass children, the old, the sick, the suffering no matter where they may live. To such people, or the organisations which assist them, we can give time, a share of our talents, material resources, whatever we give should be something of ourselves, something that costs us. Prayer is much more than simply saying words, it is the quiet engagement of our inner self. We should endeavour to close out the noise, the trivialities, the distractions that crave our attention. In the quietness of ourselves we can speak to God. He is a good listener. He knows our needs. Fasting in today's society is somewhat regarded with ridicule. We are bombarded with messages to eat and drink and buy more and more. We have become addicted to food, drink, clothes, amusements. Some reasonable fasting from food, drink and entertainment can give us freedom and help keep the "addictions" in their true perspective - as an assistance to life not the reason for it.

Almsgiving, prayer and fasting are precious traditions associated with this part of the Church's Liturgical year.

Lenten Program

Our staff is meeting on a Thursday afternoon at 3:15pm to pray through the Pieta Lenten Program. Parents and friends are very welcome to join us in the school boardroom.

LENTEN PRAYER

God, Father and Creator,
we thank You for all the gifts you have given us,
Especially the gift of Your Son.
 
During this holy season of Lent,
help us to change and grow and become the kind of people
You created us to be.
 
Fill our hearts with love for You and love for all people,
For we are all created in Your image.
Show us how to use the gifts You have given us
To help others in Your name.
 
As we journey together toward the light of Easter,
We know You are with us in all that we do.  Amen.

Student Leadership

At St Mary's we believe that all of our Year Six students have been given gifts that they can share through student leadership. All students are presented with this responsibility and our students are already rising to the challenge taking on extra responsibilities and also creating great opportunities for our students, including a cheerleading club, touch football competition and a drawing group.

At our Beginning of the School Year Mass, our Student Leaders received their student leader badges, senior shirts and a medallion of the saint that inspires their portfolio. Our Preppies came into the church with their Year 6 buddies as a powerful symbol of student leadership.

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We continued the celebration of our Year 6 Student Leaders on Friday when they led our school assembly. Each portfolio explained the portfolio that they belong to, the saint that inspires this portfolio and what extra responsibilities they will take on as part of this portfolio. St Mary's students leading the way in charity, creativity, school spirit, student voice and stewardship.

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150 Years Celebration

This year we celebrate 150 years since the Sisters of Mercy arrived in Warwick and named our school St Mary's School. We will have some special celebrations close to the 29th October when the Sisters first arrived. Dates will be confirmed soon once we know when the Bishop and other special guests can attend. We will have our first committee meeting next Wednesday, 28th February at 3:30pm in the school office. We invite any interested parents, grandparents and community members who have a special interest in our school to join us in creating some celebrations that pay tribute to the last 150 years of St Mary's.

God's Blessings to you,

Sharon Young

Assistant Principal: Religious Education

Curriculum

Term 1 Curriculum Overviews

As we embark on a new academic year, we're excited to share with you the Term 1 Curriculum Overviews for each year level. These documents have replaced the Course Descriptions previously found in report cards. Our aim is to foster a more engaging and informed learning environment for our students and their families.

Understanding the Curriculum Overviews
The Curriculum Overviews are designed to give you a glimpse into your child's learning journey before it unfolds. This proactive approach ensures that you're not just a spectator but an active participant in your child's education. By moving away from the retrospective Course Descriptions, we're inviting you to look ahead and join us in this exciting educational adventure.

Why We Chose to Share in Print
In an age where digital communication dominates, we've chosen to print these overviews for a reason. A physical copy, easily accessible at home—be it on your fridge or noticeboard—serves as a constant reminder of your child's learning topics. It encourages spontaneous and meaningful conversations that can significantly enhance the learning experience.

The Power of Everyday Conversations
We've all been there—asking, "What did you learn today?" only to receive a vague "Nothing much." The Curriculum Overviews aim to change this narrative. Imagine sparking a conversation about the water cycle over dinner or discussing the significance of a historical landmark on your way to school. These are opportunities for your child to share, teach, and take pride in their learning.

The Impact of Shared Learning Experiences
The benefits of these shared moments extend far beyond academic achievement. They foster a sense of value and self-worth in our children, reinforcing the importance of their daily learning and efforts. When children see their family's genuine interest and pride in their education, it motivates them to engage more deeply and enthusiastically in class.

How You Can Make the Most of the Curriculum Overviews
We encourage you to use the Curriculum Overviews as a springboard for daily conversations. Whether it's a playful game of "I spy" with 3D shapes or a discussion about local history, these interactions can transform into rich, educational experiences. Your engagement not only supports your child's learning but also strengthens your bond with them.

The Curriculum Overviews are more than just documents; they're tools for building a collaborative and supportive learning environment. By actively participating in your child's educational journey, you help lay the foundation for a lifelong love of learning.

Navigating NAPLAN

As we approach the end of Term 1, our Year 3 and Year 5 students are gearing up for the National Assessment Program - Literacy and Numeracy (NAPLAN) tests. These assessments play a part in understanding your child's educational progress in reading, writing, language conventions (spelling, grammar, and punctuation), and numeracy.

A Practice Opportunity: The OMNIBUS Test
To ensure our students feel prepared and confident, we will be conducting the OMNIBUS practice test in Week 6. This practice session is designed to familiarise students with the digital platform used for NAPLAN, allowing them to navigate through questions with ease. It's important to note that the OMNIBUS test is purely for practice; no student data will be collected. This experience aims to reduce any test-related anxiety and improve our students' comfort level with the digital tools.

Why NAPLAN Matters
NAPLAN provides valuable information for parents, educators, and students. It helps identify strengths and areas for improvement, ensuring that our teaching strategies meet the individual needs of each student. Additionally, NAPLAN results offer insights into how our educational programs are performing, guiding us in tailoring our curriculum to better serve our students.

Stay Informed
We understand that NAPLAN can be a source of curiosity and, sometimes, concern for parents. To address this, we will be sharing more detailed information in the upcoming newsletters. These updates will cover everything you need to know about NAPLAN, including how to support your child through this period.

Below you will find informative infographics provided by the Queensland Curriculum and Assessment Authority (QCAA). These visuals are designed to give you a clearer understanding of NAPLAN, including its objectives, structure, and how the results are used to enhance your child's learning journey. We encourage you to review these resources as they offer a comprehensive overview of the NAPLAN process. You can also find out more at this link: NAP - For parents and carers

Should you have any immediate questions or concerns, please feel free to reach out to us. Our goal is to ensure that you and your child feel supported and informed every step of the way.

Jess Harper

Middle Leader

Positive School Culture

Class RISE UP Trophy

Congratulations to the following classes who received the RISE UP Trophy in Week 3 and Week 4!

Mrs Dearden awarded the trophy to 2D in Week 3, for being the class who best demonstrated wearing their uniforms neatly. Well done, 2D!

Mrs Fox awarded the trophy to 4ML in Week 4, for their exceptional efforts in lining up quickly and quietly after each break. Fantastic work, 4ML!

Student Awards

Congratulations to the following students who received an Award for Friday, 16th February 2024:

Spotted Rising Up

Congratulations to all the students who have been 'Spotted Rising Up'. The prize winners were Hamish J and Riley M, which was announced at Assembly on Friday, 16th February.

Please celebrate with your child if they have brought home a Spotted Rising Up slip. It means that they were 'spotted' displaying one or more of the RISE UP positive behaviours. 

Administration

Food Allergies

At St Mary's student safety is our number one priority. We have some students who have allergic reactions to certain foods and this is one of the reasons why we do not share foods or touch other people's foods. We have attached the slides that our teachers used with our students to educate them on how they can be a 'Food Allergy Friend'. Please go through this with your children at school and be mindful when packing your child's lunch as some of our student's allergies are life threatening. We remind you that we are a nut aware school. This means that students should not be bringing any sort of nuts or nut products to school.

School Fees

A reminder that school fee statements have been emailed out.  If you did not receive your statement or would like to arrange a direct debit, please contact the school office.

Library News

Queensland School Library Week 

This week we celebrated Queensland School Library Week, 12-16 February, including the internationally renowned Library Lovers’ Day on 14 February.  Students had the opportunity to go on a Blind Date with a Book, which generated great interest and enthusiasm in the library!  So much so that we could barely keep up with the demand for ‘mystery’ books!   

During our Maker Space activity on Thursday, students created their own miniature ‘heart’ books, which saw the production of some beautiful and imaginative artworks! 

Library borrowing, 2024 

We have started the year with great momentum for reading, with more than 1700 books loaned to students over the past four weeks.  Every week, or fortnight, students will visit the library with their class to borrow books.  Students must return their books by borrowing day to ensure that they can take home a new selection of books.  Students who would like to borrow more frequently are encouraged to visit the library at lunch breaks, Tuesday to Friday, to swap over their books. 

For our more prolific readers, please see more information below on how to access and borrow from our eBook collection. 

We have also refreshed our offering of lunchtime activities at the library: 

 Our digital collections 

In addition to a broad-ranging collection of print books, our library also offers access to an extensive range of digital resources, curated especially for primary school students.  Start by accessing our school library catalogue to link through to eBooks and eAudiobooks, as well as our multimedia streaming platform ClickView.  You can access the library catalogue at https://au.accessit.online/STM27/ . 

Our ebook collection is also available through the ePlatform app, via the App Store or Google Play.  Visit https://toowoombaresourcecentre.wheelers.co/ for the QR and setup codes.  Access via your St Mary’s login.  

 All St Mary’s students also have access to our educational multimedia streaming service, ClickView at https://www.clickview.net/primary. Learn about topical events and current affairs, or explore learning materials on a range of primary level subject areas, including maths, humanities and science.  Access via your St Mary’s login.

Sport

Swimming Carnival Success

We had a great day of swimming last week for our annual swimming carnival. It was wonderful to see our students giving their very best in the pool and demonstrating awesome sportsmanship out of the pool. The war cries have never been louder and our Year 6 leaders did a great job of inspiring their team mates.

There were some great times made at the carnival and there are 14 swimmers who have qualified to compete at this week's Southern Downs Swimming trials. We wish all the best at the trials.

Congratulations to Rooney Red who were the winners on the day. Overall points were:

Rooney Red - 566 points

Kelly Gold - 390 points

Potter Blue - 252 points

Individual Champions on the day:

9 year old boy Champion - Liam H

9 year old girl Champion - Sylvia M; Runner Up - Kennedy D

10 year old boy Champion - Beckett B; Runner Up - Thomas C

10 year old girl Champion - Ciann R; Runner Up - Abby L

11 year old boy Champion - Grayson L; Runner Up - Alex M

11 year old girl Champion - Kennley R; Runner Up - Harper B

12 year old boy Champion - Darcy B; Runner Up - Bailey C

12 year old girl Champion - Mia J; Runner up - Willow D

Special thanks to the staff and parent helpers who helped our carnival run so smoothly and Johanna Zolg for these great photos from the day.

Swimming Carnival 2024

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Go For Gold Funding

Last year, we were fortunate to secure 'Go for Gold' Funding.  The Go for Gold Fund is a targeted strategy to improve sports performance preparation for the Brisbane 2032 Olympic and Paralympic Games provided by the Queensland Government. The aim is to increase student activity and participation in sport across all Queensland schools.

Mrs Wright has taken on this challenge and has been busy purchasing many new sports items to improve the equipment available to our students. These photos show our students using some of the new equipment.

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Interschool Hockey

Last week our school hockey team had their first two games against Central State School and Scots College. The team played exceptionally well with great sportsmanship and teamwork. They were successful in winning both games and we are looking forward to an exciting season of Interschool sport.

SD Cricket

Congratulations to the six students who represented our school at the Southern Downs Cricket trials last Thursday. We were very proud to get the feedback about the excellent behaviour of our students. Special mention to  Xavier F and Josh M who will attend the Darling Downs Trials this week. 

Tuckshop

Week 5 is Meal Deal Week

Orders are taken through the Flexischools app or online at Flexischools: Australia’s #1 School Canteen Online Ordering App.  All orders need to be placed by 7:30am the day of your order and can be cancelled up until that time if your child is away.  If you need to cancel after this time due to your child being sick and not coming in that day, we cannot hold or transfer orders to the next week.  In this case, your order will be cancelled, you will be refunded and you will need to re-order tuckshop the following week if you choose.

This week is ‘Meal Deal week’. All come with a baking option and drink option. Drink options are chocolate milk, strawberry milk, apple juice, apple and blackcurrant juice, orange juice, plain milk, water. Options for $8.00 are:

• Meal Deal 1 Wednesday – 1 Hot dog, cookies or popcorn, and drink option
• Meal Deal 2 Wednesday – 6 Chicken Nuggets, cookies or popcorn, and drink option
• Meal Deal 1 Thursday – 1 Chicken Burger, cookies or popcorn, and drink option
• Meal Deal 2 Thursday – 4 Fish Fingers, 2 choc chip cookies or popcorn, and drink option

Dietary Requirement Options (available Wednesday and Thursday)

• Meal Deal Gluten Free Option 1 – Gluten free hot dog in gluten free puff pastry, gluten free cookies or popcorn, and drink option
• Meal Deal Vegetarian/Vegan Option also available

**Please Note:  All meal deal options come at first break. If you would like snack break for your children please place a separate order for that as well.

Parenting Ideas

Conversation skills for children: learning to talk and listen to others

Key points

• Learning how to have conversations is important for children’s development, relationships and wellbeing.
• You can help children develop conversation skills by talking and listening with them every day.
• Role-modelling, prompting, guiding and practising help children learn conversation skills.
• Rules about respectful conversations and consequences for rudeness can help you manage interrupting and talking back.

Conversation skills: what they are and why they’re important

Conversation skills are important for children’s development and wellbeing. When children can have conversations, they can make friends, be listened to, ask for what they need and develop strong relationships with others.

Conversation skills are about being able to talk and listen well. This involves:

• starting conversations – for example, by saying ‘Hello’ or asking a question
• getting attention in a respectful way – for example, by saying ‘Excuse me’
• using eye contact
• knowing what to talk about
• taking turns talking and listening
• speaking respectfully
• knowing when to stop talking.

To develop good conversation skills, your child needs to learn words, simple sentences and turn-taking, as well as follow your family’s rules about how you speak to each other and to others.

Role-modelling conversation skills for children

Your child learns a lot about conversations from talking and listening with you. So you can help your child develop conversation skills by talking with your child whenever you can.

You child also learns by watching your conversations with others. So you can help your child develop good conversation skills by talking to your partner, other adults and children in the way you’d like your child to talk with others. For example:

• Smile, make eye contact and use friendly greetings. For example, say ‘Good morning’ to the family, ‘Welcome’ to visitors and ‘How are you?’ to people in the community.
• Talk with your partner in positive ways, and handle conflict constructively.
• Use body language and tone of voice to show interest and attention when you talk to others.
• If someone wants to talk with you and you’re using your phone, put it down or let them know you’ll be with them in a moment. This way you can give the other person your full attention.

Practice, prompts and guidance for children’s conversation skills

Learning how to talk with and listen to other people takes time and practice. Some children pick this up quickly, and others might need support from you.

Practice

• Have practice conversations with your child where you take turns asking questions and listening to answers.
• Rehearse things your child could say when they’re going to a social event. For example, ‘Hello Nola. Would you like to play on the swing with me?’
• Suggest or brainstorm things your child could say when they meet someone new. For example, ‘Hello. My name is Veronica. I have a dog at my house. Do you have a pet?’

Prompts

• Prompt your child. For example, ‘Please say thank you to Grandma for taking you to the park’.
• Use clear and gentle reminders when you need to. For example, ‘Rani, please look at me when you’re speaking to me’.
• Suggest how your child could begin a conversation about someone else’s interests. For example, ‘Uncle Zak just bought a new car. He’d like it if you asked him about his car today’.

Guidance

• Make family rules about respectful speaking and conversation. Discuss these with your child so they understand what’s expected.
• Guide your child. For example, ‘Sarah, if I’m speaking to someone you need to say “Excuse me”, and then wait until I’m ready to listen’.
• Praise children when they’re communicating well. This will make them want to keep doing it. For example, ‘I love the way you waited for me to finish speaking before you started talking’. Or ‘You did really well with your pleases and thank yous just now’.
• Use consequences if your child is talking back or speaking rudely.

Children learn best through play, so pretend play can be a fun way to help them develop and practise conversation skills. For example, ‘Let’s pretend that you’re the mummy talking on the telephone and I’m the little kid. What should I do if I want to talk to you?’ Or you and your child could use toys or puppets to have pretend conversations about funny, interesting or even silly things.

Managing interrupting

Interrupting usually happens when children can’t control their urge to talk. But unless it’s an emergency, it’s important to help your child learn to wait. Letting others finish what they’re saying or doing is part of positive and respectful communication and helps children get along with others.

The way you manage interrupting will depend on your child’s age and stage of development. For example, younger children and children with additional needs might find it hard to understand that they should say ‘Excuse me’ and wait for you to respond. Preschoolers might be able to cope only with a quick ‘Just a minute’ before you give them your attention. School-age children should be able to wait for longer.

These general tips for managing interruptions will help most children:

• Let your child know when it’s OK to interrupt immediately. For example, if something dangerous or urgent is happening, they should be allowed to interrupt.
• Teach your child to put their hand on your arm if they need to say something while you’re talking. Then you can put your other hand on top of theirs to let them know that you’ve understood.

When your child gets older and you know they can wait, you can try these ideas to manage interruptions:

• Remind your child of your family rule about interrupting. Then continue your conversation until your child says ‘Excuse me’ or puts their hand on your arm.
• When your child says ‘Excuse me’, try to reward your child with your attention quickly. Your child will see that if they do the right thing, they get what they want.
• Praise your child when they say ‘Excuse me’ and wait for you to give them your attention. This encourages your child to keep speaking this way. For example, ‘You waited until I finished my call before you asked for help with your doll. Well done!’
• If you have an important call or activity that can’t be interrupted, try distracting your child with a special toy or an interesting activity or let them know how long you’ll be.

Dealing with talking back or backchat

Your child might talk back when you set limits, give instructions or give consequences. For example, they might use a rude tone of voice, argue or try to negotiate when it’s not appropriate.

If this happens, the first thing is to respond calmly and remind your child of your family rules about speaking respectfully and treating each other with respect.

And then if your child keeps being rude, give a consequence for the rudeness. This could be anything from practising another way to speak to losing a privilege like screen time.

Things that affect children’s conversation skills

There are things that might affect how children develop conversation skills:

• Self-regulation – this includes the ability to manage your behaviour and your reactions to things happening round you. It’s an important part of learning to talk and listen. Children develop self-regulation as they grow.
• Temperament – for example, a very social child might want to be involved in every conversation and have trouble listening. On the other hand, a child who is shy or slow to warm up might find it easier to listen but harder to respond.
• Autism and other additional needs – for example, autistic children have a range of communication skills but might need support to learn and practise their skills. Children with deafness and hearing loss might need specialised support.

There are some developmental and other issues that might affect talking and listening. Language delay is a delay in using sentences or knowing how to speak with others. Speech difficulties include lisping, stuttering or forming sounds. If your child is experiencing any of these issues, you might want to see a speech pathologist. You could also ask your child and family health nurse or GP for advice.

Notices

Red Rockets 3 Kids Band

Will be at St Mary's on Monday, 4th March at 10am in the MacKillop Centre. This will be a great show for our Prep - Year 2 students. They play our own original songs and their interactive show is choc full of fun - sing alongs, jokes, dancing, laughter and joy! They focus their show on books and the joy and love of reading and they even read a few books through the show! And it's all connected to music. 

The invitation to attend is extended to younger children who would like to come with their parents. Please share this invitation with your family and friends.