Term 1 Week 3 2024

From the Principal

Dear Families,

Positive home-school relationships are crucial for the success and well-being of students. These relationships involve collaboration, communication, and mutual respect between families, the school, and students. There are several ways in which we foster positive home-school relationships at St Francis. 

• Open Communication: We value open lines of communication between families and the school. We appreciate being kept updated if things change at home, someone is unwell, a new job has been started or routines have changed. This helps us understand students and any changes in behaviour. Please never hesitate to reach out to your child’s teacher to discuss academic progress, social or behaviour concerns. 
  
• Family Involvement: Thank you to those families who were able to make it to our Information Evening on Tuesday. We understand that life is busy and appreciate that not everyone was able to attend. We encourage you to actively participate in your child’s education. This can involve volunteering in the classroom, attending school events, coming along to our FACE Meetings or putting your hand up when we call for volunteers for events such as discos, Mother’s Day and Father’s Day stalls. Everything that we do is for the benefit of our students and we need your help and support. On Tuesday evening, I encouraged those in attendance to think about the one thing that they could do in 2024 to help support our school and I urge everyone to consider this question. 
  
• Regular Updates: We provide regular updates on student progress by offering parent teacher interviews in Term 1 and 3 and written report cards in Term 2 and 4. We also love hosting our Learning Breakfasts each term as a way for the students to show you their work. Our weekly newsletter is always full of important  information and families are encouraged to read it each week. We utilise Facebook and Compass to share weekly overviews, share highlights of our week and communicate information. Additionally, our teachers send out a weekly bulletin to highlight class specific information.
• Feedback Mechanisms: We appreciate when families provide us with feedback. We love hearing about where we are flourishing and also areas for improvement. All feedback is taken seriously and considered before action is taken. Please know that your feedback is valued and an important part of ensuring our school continues to thrive.

We believe that positive behaviour can be taught and with support, all students can develop self-management skills and social-emotional competence. Positive Behaviour for Learning enables staff to respond effectively with a continuum of student support at ​a universal prevention level, as well as targeted intervention, and intensive personalised tiers when necessary.

When we work together to do this well, teachers and students have more time to focus on relationships, teaching and learning. Students and staff benefit from:

• increased respectful and positive behaviour
• increased time focused on teaching and learning
• improved social and emotional wellbeing 
• positive and respectful relationships among students, staff and parents 
• increased adoption of evidence-based practices and supports 
• a predictable learning environment with improved perceptions of safety and increased attendance

Positive Behaviour for Learning at St Francis - The Good Samaritan’s P.A.T.H.

P.A.T.H. Behaviour Matrix

The St Francis P.A.T.H. Behaviour Matrix details what P.A.T.H. means in the different areas of the school. The matrix details the basic expectations for areas of school life - arriving/departing school, classroom, playground, toilets, assemblies and liturgies, while eating, when using ICTs etc. Please see our Matrix below.

P.A.T.H. Notes

P.A.T.H. notes form the basis of our positive behaviour reward system.  Students can receive P.A.T.H. notes both in the classroom and on the playground.  P.A.T.H. stands for

• Persist with Learning
• Act Safely
• Treat all with Respect
• Help your Neighbour

Students put their P.A.T.H. notes into a box in the Office and go into the weekly draw. Each week the P.A.T.H. notes are also entered into the Compass Student Management System so parents can see when a P.A.T.H. note is awarded to enable you to share in your child’s success. These notes accumulate so that students are eligible for a Principal’s Award. Principal’s Awards are given when a student reaches 25, 50, 75 and 100 P.A.T.H. Notes.

Have a wonderful week

Take care and God Bless

Amanda 

UR STRONG

Think of Yourself as a “Friendship Coach”

Don’t play the game for them. Here are some ways to coach your kids’ friendships from the sidelines!

In late 2016, writer and author Kasey Edwards reached out to me and asked: Should parents get involved in their kids’ friendships? As she detailed in her article that published in The Sydney Morning Herald, my answer was simple: No.

As I said to Kasey, the message that we want to give our children is, “You’ve got this!” not, “Don’t worry, I’ve got this for you!”

Try thinking of yourself as a “Friendship Coach.” Coaches don’t go out there and play the game for their players. Instead, they give them advice and send them to play. Then, they stand back on the sidelines and watch. When they call their team in, they point out what they saw and give the players some tips and guidance. It should work that way with parents too, coaching your children through their friendships.

Here’s how Kasey so eloquently put it:

Rather than acting as lead negotiator in our children’s relationships, we should support them and coach from the sidelines with the following Dos and Don’ts:

Reframe friendship altercations as opportunities to learn valuable skills

Research shows that children who have good social skills grow up to be more functional and successful adults. And the good news is that these skills can be taught.

“Like all skills, social skills take practice and don’t come naturally to all children,” says Kerford.

When our children are experiencing friendship problems it’s an opportunity for us to help them learn vital social skills, build resilience and strengthen their empathy.

Listen and empathise

While listening seems so simple, it’s probably often overlooked for that very reason. Just like adults, when kids talk about their problems they want to feel heard, validated and understood.

Kerford says that we need to remind ourselves that what might seem small to an adult can loom large in the eyes of a child; so large that it can seem overwhelming.

“Tune in and ask direct, specific questions,” says Kerford. “Often children have a hard time articulating what’s going on, they just ‘feel bad’. Help them put a voice to it by digging deeper.”

Encourage kids to stand up for themselves

When my daughter talks to me about her friendship problems, my default response is to say to her the things that were said to me. “Just ignore him”, “Walk away”, “She’s just jealous” are the kinds of phrases that instantly spring to mind.

But Kerford says that these responses can be too passive and minimising. She suggests taking some time to listen and empathise — and then follow up by asking “Did you stand up for yourself?”

Rather than retreating, we should encourage our kids to confront their problems and not simply put up with bad behaviour.

Kerford suggests asking kids what they could do differently next time and role-play different scenarios so they feel practised and more confident.

Teach kids the difference between healthy and unhealthy friendships

This one is the sort of advice that will be useful right into adulthood.

It’s important for our kids to know that they are in control of their lives. Kerford says that this includes the people they choose to surround themselves with. Do their friends make them feel good about themselves? If not, they should minimise the time they spend with people who make them feel bad and spend most of their time with friends who treat them well.

“Let them know that trust and respect are ‘must haves’ when it comes to friendship,” Kerford says. “Don’t say, ‘This is just something all girls must go through.’ This statement tells a girl she must suffer through and she is helpless. We cannot normalise the behaviours of ‘mean girls’.”

What about bullies?

There’s a lot of talk about bullies and bullying at the moment. But Kerford’s advice is to avoid the word altogether. The reason is that it’s often misused and leads children — and their parents — to label kids. Instead, she suggests the term “mean-on-purpose”.

“Children understand what this means and know when someone is intentionally trying to hurt them.”

Parents can help their kids come up with a quick comeback statement to combat mean-on-purpose behaviour. It doesn’t have to be an Oscar Wildean witticism. A simple “Not cool”, “Wow” or “That was really mean” will suffice.

Quick comeback statements should be delivered in a strong voice with authoritative body language, and then the child should walk away.

“If they’ve tried using a quick comeback and the person continues to be mean-on- purpose, that’s when an adult needs to get involved,” says Kerford. “It’s the responsibility of the adults (parents and teachers) to ensure that children feel safe and supported.”

Be a good role model

Anyone who’s sworn their head off during a spot of road rage only to have their little darling repeat it the next day at Grandma’s house knows our kids are watching us and modelling our behaviour. Especially, it seems, the bad bits.

“I know it’s so much pressure on parents, but their children are watching them and mirror their behaviour. If we don’t want our child to gossip, we don’t gossip” says Kerford. “If we don’t want our child to yell, we don’t yell. It’s as simple as this: If you want your child to be kind, show them what being kind looks like.”

Tell stories

Sometimes our kids forget that we were once kids too. Providing examples from our own life experience or of other people overcoming similar difficulties can help guide kids to a solution.

“Sharing your stories about some of the ups and downs you experienced in friendships when you were their age helps your child view you as not just mum or dad, but as someone who’s been there before,” Kerford says.

Kasey Edwards is a writer and best-selling author. www.kaseyedwards.com

 Written by Dana Kerford
Friendship Expert and Founder of URSTRONG

Religious Life of the School

We have a big week next week with lots of events on. Monday is the Beginning of Year Mass and student leader induction, we hope to see lots of families there to celebrate with us. Tuesday is Shrove Tuesday, we will be cooking pancakes in the morning to deliver to classes. Wednesday is Ash Wednesday and 5A will be hosting a liturgy with ashes if you would like to join us.

Shrove Tuesday

Shrove Tuesday, also known as Pancake Tuesday, is the day preceding Ash Wednesday. The word "shrove" is derived from the Old English term "shrive," meaning to confess one's sins and seek absolution.

Traditionally, Shrove Tuesday is a day of preparation and reflection before the solemn period of Lent. On this day, people often indulge in rich and fatty foods, particularly pancakes, as a way to use up ingredients like eggs and butter before the fasting season begins. The act of making and consuming pancakes has become a popular and festive tradition in many cultures around the world.

Ash Wednesday

Ash Wednesday marks the beginning of the Lenten season in the Catholic liturgical calendar. It occurs 46 days before Easter Sunday and is a day of reflection, repentance, and preparation for the solemn period of Lent. The name "Ash Wednesday" is derived from the practice of placing ashes on the foreheads of the faithful in the shape of a cross.

The ashes serve as a visible sign of mortality and a call to penance, reminding Catholics of the need for spiritual reflection, humility, and a turning away from sin during the upcoming Lenten season. It is a time for prayer, fasting, and almsgiving as a way to grow closer to God and prepare for the celebration of Easter, which commemorates the resurrection of Jesus Christ.

Project Compassion

This week, with the Lenten season beginning, so too will the annual Caritas Australia Project Compassion Appeal. Donations to Project Compassion allow Caritas Australia, the Catholic Agency for International Aid and Development, to work with local communities around the world to end poverty, promote justice and uphold dignity.

Please give generously to Caritas Australia this Lenten season and help vulnerable people around the world, now and for all future generations.

With your support, Caritas Australia has been able to assist communities around the world through income generation, water and sanitation, food security, education and disaster risk reduction programs.

Project Compassion 2024 reminds us that the good we do today will extend and impact the lives of generations to come. Together, we can help vulnerable communities face their challenges today and build a better tomorrow.

You can donate through Project Compassion donation boxes which will be coming home next Wednesday.

Have a wonderful week

God bless

Nicole

Learning Corner

Is it really the end of Week 3?

All classes have settled well into the routine of school and learning. Teachers have begun the process of checking how well students are learning and identifying areas causing difficulties.

Early Years Testing

By the end of next week, all students in P-2 will have completed the TCE Early Years Testing. This testing shows us what the children already know and understand about the Literacy and Numeracy learning they are to complete by the end of the year. It will highlight areas of concern in Literacy which could lead to a referral (with parent consent) to our TCE Speech and Language Pathologist for screening to delve into the concerns.

A similar test will be repeated in Term 3, when we will be able to see how far they have progressed. Any areas of concern identified will then become a focus for intervention in Term 4.

NAPLAN

Last week teachers of Years 3 and 5 participated in a QCAA webinar on NAPLAN Practice Tests to revise the skills students require to fully participate in NAPLAN. This involved the technical side as well as the types of questions and tasks students would be expected to complete. They did not address the content of the questions, which are based on the Year level curriculum. Students in Years 3 and 5 have commenced practising logging onto the assessment platform and using the tools available to them during the tests.

NAPLAN TEST ADJUSTMENTS 

Children who receive adjustments for assessments in class are able to access the same adjustments when participating in NAPLAN. Your child’s teachers will be in contact with you if your child is eligible for any adjustments.

NAPLAN Participation

We encourage all students in years 3 and 5 to participate in NAPLAN, but participation is a parent's choice.  If you do not want your child to complete NAPLAN testing, please contact the school office to request a ‘Parent Withdrawal’ form.

DATE CLAIMER

NAPLAN at St FRANCIS -March 13 -21.

A timetable will be shared next week.

If you have any concerns about either of these tests, please contact your child’s teacher or email/phone me.

Rita Cranitch

APPL (Assistant Principal Pedagogy and Learning-Acting)

Inclusive Practices Teacher

Class in the Spotlight -Prep B

We had a very busy week in Prep B. We love being Preppies at St Francis! 

This week we have continued learning our rules and routines. 

In English, we continued practising our name writing and have begun learning about our letters and sounds. During rotations, we have looked at rhyming words and learnt that they are words that sound the same at the end. 

In Maths, we have been practising our numbers and have started to learn about repeating patterns. We have learnt that patterns repeat over and over and over again. 

In Religion, we have been learning about the sign of the cross, our Church and the Bible. We loved looking at the story of the Good Samaritan and how we can be just like the Samaritan.

We finally got to meet Mrs Felesina in the library and she helped us with our borrowing and read us a book before we left. 

It has been a great week! 

Prep B

Prev

Showing images 1 - 8 of 18

Next

Library

Tuckshop

Dear Parents/Guardians,

This letter is to invite parents &/or grandparents to become part of this year’s Tuckshop team.  Thank you to those parents who have already reached out.

The Tuckshop requires volunteers from Monday to Friday from 8:30am - 11:30am for First Break.

Working in the Tuckshop is a great opportunity to meet new parents in a friendly & relaxed atmosphere.

Please note: you will need to have completed your Volunteer Induction Online Training prior to assistance.

Volunteer Induction Online Training can be accessed via our website: https://www.sfatsv.catholic.edu.au/about/volunteer-induction-for-parents-and-carers/

Once all modules and documents have been completed please email your certificate, paperwork to ayr@tsv.catholic.edu.au

Please return the from below to the school office at your earliest convenience. Any amount of time that you can assist will be greatly appreciated. If you have any further enquiries please feel free to contact the school office on 4783 2877.

I am looking forward to another exciting year in the tuckshop.

Thanks,

Kylie Farrell

Tuckshop Convenor

Volunteer Induction for Parents and Carers

Parents wishing to volunteer their time throughout the year are required to complete online training and attend a site induction.  This assistance may be in the tuckshop, at sporting carnivals, reading or rotations in the classroom as per teacher requirements.

Nicole will hold our final Site Induction for this term in the boardroom of the admin office on Monday 12 February.  This will commence at 2:45pm and should take approximately 15 minutes to complete.  Parents wishing to assist are encouraged to attend this Site Induction.  Please note: you may complete this site induction prior to completing your modules, quiz and supporting documentation.

Please follow this link to access the modules and quiz as well as the supporting documentation required.  Please note: the Blue Card Application Form is not required.  Once complete, please send a copy of your certificate and supporting documentation to ayr@tsv.catholic.edu.au

Birthdays

Coming Events

Community