Term 1 Week 6 2024

Principal's Message

I would like to extend a warm welcome to those new families who have joined our school community in the past 2 weeks, and we hope that you are all settling in well.

Last newsletter I outlined our strategic intent for this year and how we were continuing to enhance our reading processes in line with the revised ACARA curriculum and current research, “The Science of Reading”. Included within was an infographic of Scarborough’s Reading Rope; and this week I will focus on our intent to ‘grow students in their ability to confidently produce clear, task-responsive writing that is well-developed, precise in vocabulary, and correctly punctuated’.

Just like reading, writing is complex and as teachers we need to continually upskill ourselves to find the most effective teaching strategies that we can use for student growth. Outlined below is the Writing Rope which outlines the layers and complexity within teaching your child how to write.

To ensure that we achieve our inspirational goal as outlined above, ‘grow students in their ability to confidently produce clear, task-responsive writing that is well-developed, precise in vocabulary, and correctly punctuated’ we have embarked upon an impact cycle to review and refine our practices, as well as aligning them with the revised Version 9.0 Australian Curriculum. The infographic below is the SMW ‘Writing Impact Cycle’, which outlines 4 main components to achieving this goal.

Late last year we commenced our impact cycle with teachers participating in professional development within this area to look at best practice but also what our data was telling us. From our 2023 data we could see that there are four areas that we need to build upon: sentence structure, audience, paragraphing and punctuation.

This term, teachers have been incorporating ‘quickwrites’ to strengthen writing stamina for students. Writing stamina is the ability to focus and write independently for extended periods of time without becoming distracted or giving up, as well as developing vocabulary. This is essential as this helps students communicate their ideas for effective writing.  

We will also be conducting a ‘student writing perspective’ survey to determine the confidence levels of students when learning how to write. In determining specific writing strategies for each year level, we needed some current data to base this upon; therefore, all students have had an opportunity to respond to a persuasive writing task and teachers have been moderating based on collaboratively-determined criteria late last year.

This moderation process will give us a clear snapshot in time of our students and where they are with their writing in both skill level and mindset. Continued review of each component within the cycle will be a priority throughout the year and we look forward to sharing updates of our learning journey and student growth.

As we moved into Lent I was discussing with my teenage sons what they were giving up for Lent, which led us to a powerful conversation. Although traditionally fasting during Lent has been to fast from food, we discussed that perhaps it would be more powerful to fast from ‘gossip’ or 'unnecessary spending' or 'having the last word'. It is never too late to do something extra for Lent and if we are looking for inspiration about what to do, then perhaps we could follow the advice of Pope Francis in relation to fasting.

Fast from hurting words…say kind words.
Fast from sadness…be filled with gratitude.
Fast from anger…be filled with patience.
Fast from pessimism…be filled with hope.
Fast from worries…trust in God.
Fast from complaints…contemplate simplicity.
Fast from bitterness…fill your heart with joy.
Fast from selfishness…be compassionate to others.
Fast from grudges…be reconciled.
Fast from words…be silent so you can listen.

Have a wonderful weekend!

Emma Timmins

Principal

Religious Life of the School

Lenten Journey

As Christians, we spend Lent journeying towards Easter. Lent is the period of the Liturgical calendar leading up to Easter. It begins with Ash Wednesday and concludes six weeks later prior to the Mass of the Lord’s Supper on Holy Thursday night.

Lent goes for 40 days, which does not count the Sundays of Lent, since every Sunday is a celebration of the Resurrection.

The season of Lent is a time of preparation for the Easter celebration of the resurrection of Christ. Many people decide to “give up” things for Lent to help them remember that Jesus gave his life for us, but you can also “take on” doing good things, just like Jesus did.

In the Catholic tradition, Lent is a time to focus on:

• Prayer – we are called to pray that our hearts will turn back to God. Lent is also a time of more reading of the scriptures.
• Fasting – we are called to acts of penance and self denial. This may include fasting, abstaining from meat, going without every day pleasures.
• Almsgiving – we are called to give to those in need to do works of charity.

One way we focus on Almsgiving during Lent is to raise money for Project Compassion and each class has a money box to collect money to support the mission projects of Caritas.  One place they are currently supporting are the people of Gaza. More information about the projects can be found at Project Compassion.

Our Year 6 Charity leaders will meet with students from Years 4-6 who would like to join Mini Vinnies this Wednesday at lunch. They will launch a project for our students to be involved in to support Project Compassion.

Reconciliation Liturgy - our Years 3-6 students will participate in a Reconciliation Liturgy for Lent. Our Year 3 students will lead the liturgy. Students will reflect on turning back to God and students who have previously celebrated their First Reconciliation will have the opportunity for individual Reconciliation.

Parish News

Welcome to Fr Periyanayakam Shavarimuthu who will be moving to Warwick this week to work in our parish.

Lenten Liturgy Program - the following services will take place at St Mary's Church over the coming weeks:

• Stations of the Cross - Fridays 5:30pm
• Reconciliation - Tuesday, 12th March, 10am and 7pm
• Anointing of the Sick - during Mass, Saturday 16th March, 9am

First Reconciliation - please continue to pray for the students who are preparing for their First Reconciliation.

Baptisms - if you or your child would like to learn more about being baptised into the Catholic Faith please contact Mrs Young or the parish office on 4661 1033.

Altar Servers - once students have celebrated their First Communion they are able to perform the ministry of Altar serving. If you child is interested in this important ministry please contact Mrs Young.

Confirmation -the parish is now taking enrolments for the Sacrament of Confirmation. Children who are in Grade 4 and above and will have completed their First Reconciliation are welcome to enrol. To enrol or if you have any enquiries please email warwick@ctwb.org.au

Blokes having Coffee - Tuesday mornings at 9am at Belle Vue Cafe. For more information contact Paul on 0412 115 618

Weekend Masses - Saturdays at 6pm and Sundays at 8:30am

Blue Care Grief & Loss Programs 

• Grief & loss of a loved one - 8 weeks x 2 hours per week - offering support to those struggling on their grief journey
• Grief loss & Dementia - 5 weeks x 2.5 hours per week - offering support to those who are carers of people with Dementia
  

Contact 0417 555 826 or GriefandLossProgram@bluecare.org.au

Sharon Young

APRE

"Give all your worries and cares to God, for he cares about you." 1 Peter 5:7

Curriculum News

NAPLAN is Coming!

As we approach the commencement of the NAPLAN testing period in Week 8, we want to provide you with an update on our preparations and some important information regarding the upcoming assessments for Year 3 and Year 5 students.

OMNIBUS Practice Test
This past Wednesday, we conducted the OMNIBUS practice test for both Year 3 and Year 5 students. This essential step in our preparation serves multiple purposes: it familiarises students with the online testing platform and conditions, allows teachers to refine their administration processes, and enables our leadership team to conduct final checks on our digital devices. Importantly, this practice test does not collect any student data but is crucial for ensuring a smooth experience during the actual NAPLAN tests.

Proving the importance of the OMNIBUS test, we encountered a technical issue with the NAPLAN software during the Year 5 practice test, preventing completion. We have rescheduled this practice session for next week to ensure all students have the opportunity to familiarise themselves with the testing environment. Fortunately, the Year 3 students were able to complete their practice test successfully, and we've received positive feedback about their experience.

The majority of NAPLAN assessments are conducted online, with the exception of the Year 3 Writing test. It's important to note that during these assessments, there are strict protocols in place regarding rest breaks, test interruptions, and handling technical difficulties to ensure fairness and consistency for all students.

Student Mindsets
We encourage parents of Year 3 and 5 students to engage in conversations with your children about their practice assessment experience and their feelings towards the upcoming NAPLAN tests. The adaptive testing model used by NAPLAN online tailors the difficulty of questions based on the student's responses, providing a personalised assessment experience. While students won't be aware of the direction their test is taking, this model helps in accurately assessing their capabilities. The image below explains this process visually:

Withdrawing from NAPLAN
We understand that some parents may have concerns about their child's participation in NAPLAN. Please know that withdrawal from the testing is an option available only upon parental request. If you have any concerns or questions, we strongly encourage you to discuss them with your child's teacher or with Christine Byrne, our Learning Support Teacher. Should you decide to withdraw your child from the testing, alternative activities will be provided to ensure they are engaged and supervised during the testing periods.

Lastly, it's important to remember that the purpose of NAPLAN is to assess education systems as a whole rather than individual students, and it provides valuable information that helps us support your child's learning journey. We appreciate your ongoing support and cooperation as we prepare our students for these assessments.

If you have any further questions or need additional information, please do not hesitate to contact us. Together, we can make this experience as positive and beneficial as possible for our students.

Term 1 SMART Goals

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At SMW, our commitment to fostering an environment of growth and achievement for every student is at the heart of what we do. Recognising the unique journey of each learner, our dedicated staff have collaboratively developed specific, measurable, achievable, relevant, and time-bound (SMART) goals for literacy and numeracy across all year levels. These goals are not just aspirations but are carefully crafted plans, grounded in the analysis of our students' academic data and designed to ensure that every child can experience success and progress.

Our Approach to SMART Goals

Specific: Each goal has been tailored to address the precise needs of our students in literacy and numeracy, ensuring clarity and focus in our teaching strategies.

Measurable: By setting quantifiable targets, we can track the progress of our students, celebrating their achievements and identifying areas needing further support.

Achievable: Our goals are ambitious yet attainable, set with the belief that, with the right support and dedication, every student can improve and succeed.

Relevant: These goals are directly linked to the Australian Curriculum Version 9.0, ensuring that they are meaningful and contribute significantly to the educational journey of our students.

Time-bound: With clear deadlines, our goals provide a timeline for achievement, helping to motivate and focus both teaching and learning efforts.

Inclusive Goals for Diverse Learners

Understanding that our student body is diverse, with varying abilities and learning paths, we have also established inclusive goals. These goals ensure that students who may face challenges in meeting year-level expectations are still supported through targeted strategies, enabling them to achieve their personal best.

Strategies for Success

Behind every goal is a detailed plan of action. Our teachers have outlined specific strategies to achieve these objectives, including differentiated instruction, targeted interventions, and the integration of technology to enhance learning. Regular assessments and feedback loops will ensure that our approaches remain responsive to the needs of our students, adjusting as necessary to maximise effectiveness.

Our Commitment to Growth

At SMW, we believe that 'a goal without a plan is just a dream.' Our SMART goals for literacy and numeracy are more than just benchmarks; they are a reflection of our commitment to the continuous growth and improvement of our students. By setting clear, achievable targets and employing strategic approaches to learning, we are not just dreaming of success; we are planning for it, working towards it, and ultimately, achieving it.

This initiative is a testament to our staff's dedication to improving student outcomes and our collective effort to empower learners for success. Together, we are not just teaching; we are inspiring, challenging, and supporting our students to reach their full potential.

We look forward to sharing our progress with you and celebrating the achievements of our students as we work towards these goals

Jess Harper
Middle Leader

Positive School Culture

Class RISE UP Trophy

Congratulations to the most recent winners of the Class RISE UP Trophy this fortnight!

Mrs King awarded the trophy to 3L in Week 5, for their efforts in keeping their class port racks tidy. This included making sure their bags were zipped up, placed neatly on the racks and nothing left behind at the end of each day. Fantastic work, 3L!

Mrs Lewis and Ms McCray had a difficult decision to make in Week 6, as they were watching for the class who were demonstrating the most respectful behaviour at Morning Prayer each day. We saw significant improvements across cohorts in this week, in pursuit of the goal; but ultimately the winners were 5F, for their diligence and leadership in respectful prayer behaviour. Keep up the great work, 5F!

Student Awards

Congratulations to the following students who received an Award for Friday, 1st March 2024:

Spotted Rising Up

Congratulations to all the students who have been 'Spotted Rising Up'. The prize winners were Zoe W and Matilda G, which was announced at Assembly on Friday, 1st March.

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

Reporting Student Absences

If your child is absent from school these are the best ways to notify the school of their absences:

1. On the Sentral app - click on the child who is away, click on absences, click on the + and complete the form. This is a video link of how to do it - Explain Absence: https://youtu.be/PuFBA_gzAb0

2. Send an email to smwarwick@twb.catholic.edu.au explaining the absence.

3. If technology fails you please ring the office.

If you have not notified the office by 9am, the school will then make contact with you to check your child's absence. 

If your child is late to school, after 8:35am, they must be signed in to the office by an adult. All gates will be locked except for the one at the front of the office for school access.

These processes are in place to ensure the safety of our students.

School Fees

**REMINDER** School Fees for Term 1 are due by Monday, 4th March. If you have a direct debit or payment plan set up that are scheduled to cover your fees please use your statement as a check on your payments.

If you have any questions, please contact the School Office. We understand that in the current climate some families are experiencing financial difficulties and we encourage you to make an appointment with Ms Timmins if we can support you with a payment plan.

Library News

Let’s get reading... 

World Book Day is celebrated next week on Thursday 7 March.  It is an annual celebration created by UNESCO in 1995 as a worldwide celebration of books and reading.  Today it is celebrated by more than 100 countries worldwide, but the message remains the same - “reading is fun, relevant, accessible, exciting, and has the power to transform lives”. 

See https://www.worldbookday.com/about-us/ 

Australian author Sally Rippin was recently named the Australian Children's Laureate for 2024 and 2025.  She is Australia’s highest selling female author and has written more than 100 books for children and young adults, including the popular Billie B Brown and Hey Jack Series.   

Sally’s theme as Children’s Laureate is “All kids can be readers!”  For more information about her important work and her current role as Children’s Laureate, visit https://www.childrenslaureate.org.au/all-kids-can-be-readers 

We have a great selection of Sally’s books available in the school library, but many are also available as audiobooks through BorrowBox, which is available to all members of the Warwick Library.  Take the time to explore some of her work (and many other great reads) this World Book Day! 

Mystery Reader

Starting next term, Mystery Reader is coming to St Mary's Library. This is for all little ones under school age so please share with your family and friends. We are also looking for anyone brave enough to read to our little ones. Some invitations will also be sent out soon so please consider being a reader for this fun program if you are able to. Nurturing little readers one book at a time!

Sport

NRL Visit

Our school had the great opportunity from the NRL Participation & Community team focussing on the powerful message “Simply your Best”. Using the platform of Rugby League, they educated and inspired our students to simply do their best and the positive impact this can have on them and the teams they are part of including their class, school, family, activity group or sporting teams. 

We were lucky to get a visit from current Bulldogs player, Karl Oloapu, past Rabbitohs and North Sydney Bears' player, Kyle Jefferies and NRL Development Officer, Jordan Matthewman. The visit was made even more special when we realised that Karl's brother, Tui, plays for Warwick Cowboys.

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Sport Representation

Southern Downs & Darling Downs Trials

The past few weeks have been busy with Southern Downs trials and our students have made us very proud with reports of great sportsmanship and participation being displayed by our athletes.

Southern Downs Swimming

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After successful Southern Downs trials we have some students who have been selected to be part of many Darling Downs teams.

Congratulations to Xavier F and Josh M for making it to the Country Cricket Trials. Xavier will now go onto the Darling Downs trials this week.

Many students participated in the trials for SD Rugby League, Netball, Hockey and Soccer. Over the coming weeks, these students will participate at Darling Downs trials:

Rugby League - Luke N and Riley B

Netball - Emily N, Harper B and Sammy G

Hockey - Josh M and Maddie E

Soccer - Darcy B, Bailey C, Polly Y

Darling Downs Swimming

In Darling Downs Swimming last week, Thomas C, Abby L, Beckett B and Sylvia M swam some great races and represented our school with pride.

Don't forget we love photos of our students when they compete so please send them in.

Tuckshop

Parenting Ideas

Talking about school: why children sometimes find it hard

‘How was school?’ is a big question. To answer, your child has to sum up a whole day, and that’s hard for children (and even adults!) to do.

A child might really want to say, ‘My day was so jam-packed with ideas and classes and social stuff that I don’t know where to start’. So it’s easier just to say, ‘OK’.

Some children feel their school experiences are private, so they might not want to share them. This is a typical part of school-age development as children start to shape their own identities and social worlds. But your child still needs to know you’re available when they’re ready to talk.

Why talking about school is important

Talking with your child about the school day shows you’re interested in what’s going on in their life. This interest boosts your child’s mental health, happiness and wellbeing. It can also have a very positive effect on your child’s behaviour and achievement. It shows your child that you value school and education, which encourages them to value it too.

Talking together about school also helps you get to know more about what’s expected of your child at school, how they learn and how they handle challenges. It can help you understand when your child is feeling less interested in school or having problems.

When you’re in touch with your child’s feelings about school, you’re more likely to see problems before they get too big. This way you can work on overcoming challenges together.

And talking about school issues – like school projects or friendship problems – is also a great chance for you to express your family values about things like teamwork, respect for self and others, friendships, relationships, problem-solving and so on.

If your child is having problems at school, you can start by talking with their teacher. You might also like to read our article on problems at school: children 9-18 years.

Strategies for talking about school with your child

When your child first gets home from school in the afternoon, they’ll probably be tired and hungry or thinking about other things. So easing the transition from school or after-school activities to home can help your child feel more like talking.

It’s best to avoid asking your child a lot of questions straight away – this can be overwhelming for your child. You can just let your child know that you’re glad to see them, and talk about non-school topics for a while. Younger children will probably also like unpacking their bags and going through any notes before you ask about school.

Saving questions about homework for later on can also take the pressure off!

Every afternoon or evening will be different. Even if your child usually likes to share their day with you, there’ll be days when they don’t want to talk. Sometimes it’s a matter of sensing your child’s mood and picking the right moment. Some days there might not be a right moment at all, and that’s OK.

Simple, positive and specific questions about parts of the day can get your child talking. It’s good to use questions that invite more than a ‘yes’, ‘no’ or ‘OK’ response. For example:

• What’s the news from school today?
• What was fun?
• What did you like best at school today?
• What does your classroom look like at the moment?
• What did you do in class after recess?
• Who did you hang out with today?
• What subjects did you do today?
• What topics are you working on in science at the moment?

Tips for talking about school with primary school children

These tips can help you get a conversation going:

• Make time to talk. This can often be when you’re doing something with your child. For example, your child might like to talk when you’re walking the dog or preparing dinner together.
• Give your child your full attention if they want to talk with you about their day.
• Take seriously whatever your child tells you. For example, you can say things like, ‘That’s really interesting. Then what happened?’ or ‘And how do you feel about that?’
• Use respectful language when you talk about the school and teachers with or in front of your child. For example, ‘I can see that’s frustrating, but Ms Adams is your teacher and you need to speak respectfully to her’, or ‘Yes, that seems unfair, but perhaps you don’t know the whole story’.
• Use active listening techniques. These can help you pick up on your child’s feelings and work out whether they want to talk.

Your child’s behaviour and communication style might seem to change overnight when they start school. Suddenly everything’s ‘awesome’, or they’re rolling their eyes at everything you say. Your child is learning all kinds of new things from their friends and teachers, so this is part of developing a unique identity.

Ideas for talking about school with secondary school children

As your child develops into the teenage years, they might want more privacy and time to themselves, which can make it harder to talk about school. But this isn’t the end of your warm, close relationship – it’s just that getting some distance from you is how your child becomes a more independent individual.

Stay connected
Staying connected to your child can help you balance respect for their independence and privacy with your need to keep in touch with their life. It can also help you pick up on the moments when your child is ready to talk.

Ask about links between schoolwork and future plans
At this age, your child might be more open to talking about the links between their schoolwork and what they want to do when they finish school.

So rather than asking about your child’s day-to-day activities, you could try focusing on future plans. For example, ‘How’s the webpage you were designing in information technology coming along? Are you still thinking you might want to get into web design after school?’

Look out for signs of problems
Even if you usually have a good relationship with your child, they might not always tell you when they’re having a tough time. If your child is upset or nervous about discussing school or refuses to answer a question, there might be a problem at school.

If you’re worried, you could try talking to other adults who know your child. You could also make an appointment with your child’s year coordinator or the school counsellor to talk about what’s going on.

Stay calm around tricky topics
Conversations with your child about school might bring up tricky topics. Try to stay calm, listen without judgement and focus on how your child is feeling. This is a great chance for you to be supportive and show your child that you value their honesty.

If your child doesn’t want to talk with you about a tricky topic, it might help to find another adult for them to talk with. You could suggest someone they trust and feel comfortable with, like a relative, friend, teacher or counsellor.

Notices