Issue 4 - 21 March 2019

Newsletter Articles

VISION STATEMENT

St Rita’s School will be a compassionate and supportive community built on the Gospel of Jesus Christ, specifically incorporating the Mercy Values which are lived out. We will be a values-based community reaching out to and welcoming the wider community. Our strong school spirit will shine. St Rita’s will be a school in which every member is respectful of self and others.

PRINCIPAL’S PEN

Dear Parents,

At the Annual General Meeting of the St Rita’s P & F held last Tuesday, nominations and elections of committee members resulted in all executive positions being successfully taken up by parents. It was so very heartening to see parents of children newly enrolled at St Rita’s join us for the meeting and show their interest in being actively involved in the P & F and school. Exciting times ahead!

On behalf of our school community, I would like to take this opportunity to congratulate and to introduce new Executive Committee members:

President: Chloe Donahue
Vice-President: James Larkham
Secretary: Maryjane Masina
Treasurer: Simone Shaw

St Rita’s was one of the four hundred and ninety schools throughout Queensland which participated in the ninth NATIONAL DAY OF ACTION AGAINST BULLYING AND VIOLENCE last Friday. This NDA is Australia’s key anti-bullying event for schools, and encourages our school community to ‘take a stand together’ against bullying and violence in schools by promoting our own School Wide Positive Behaviour Framework. In our seventh year of participation, our school community gives out a strong and clear message that bullying will not be tolerated at any time.

At a classroom level, students participated in a range of NDA-focused activities, and at a whole school Assembly we promoted the slogan of NDA, ‘Take a Stand Together’ and ‘Speak Up’ against bullying to keep our school a safe and happy learning environment. Although the National Day of Action provides an opportunity to highlight the St Rita’s SWPBF, we believe that all members of the school community have the right to and responsibility for safety and wellbeing. The St Rita’s 3Rs Framework fosters respectful, peaceful relationships between all members of the school community all year round.

1. I have the right to be respected. I have the responsibility to respect self, others and the environment.
2. I have the right to be safe. I have the responsibility to act safely in the classroom and the playground.
3. I have the right to learn. I have the responsibility to learn and to allow others to learn also.

As parents, you also play an important role in keeping your child safe and promoting positive behaviour. If you have concerns about your child’s social interactions, talk to your classroom teacher about it so that the school can take necessary action to stop instances of negative behaviour. As the slogan advocates, we all have a role to ensure that “Bullying is NEVER OK! Take a stand every day”.

In the past four weeks, Mrs Masina and classroom teachers have been conducting a running and fitness program for our students. As the 9 – 12 year olds are eligible to compete in the interschool Cross Country and the 800m distance running events, it is important that these age groups are well-trained for these specific courses. Of course, good preparation and training is needed to compete successfully in the 2km or 3km cross country courses.

On Monday 18th, Mrs Masina took a small team of our runners to the Combined Schools Cross Country event. All students ran well to complete the course, which is a wonderful achievement, and we especially congratulate Kylee Hansen (11 years) and Elijah Geary (10 years) for finishing in fourth placing. Well done Kylee, Elijah and Cooder!

This term, good health and fitness has been a priority for all St Rita’s students, and each morning when it is coolest, everyone runs laps around the multi-purpose court. Targets were set for each class, and teachers were pleased that all children have aimed to run an extra lap as the days have progressed. We do not wish to part of the ‘few Australians of all ages meeting the physical activity guideline’!

The Physical Activity Across the Life Stages Report by the Australian Institute of Health and Welfare (AIHW) presents information on Australians’ physical and sedentary activity participation rates against the Australia’s Physical Activity and Sedentary Behaviour Guidelines. It presents information across different population groups, including by Indigenous status, remoteness, socioeconomic groups and sex, and considers the barriers to physical activity across the life stages.

Participating in regular physical activity and limiting the amount of time being sedentary can have significant health benefits—it reduces the risk of chronic conditions and other disease risk factors such as overweight and obesity, and also improves social and emotional health and wellbeing. While there are many opportunities to be physically active every day, our social, environmental and cultural context—as well as the settings in which we live, work and play—are important determinants of physical activity participation.

Australia’s Physical Activity and Sedentary Behaviour Guidelines (the Guidelines) set out a series of recommendations on the amount of physical activity (both aerobic and strength-based) and sedentary activity that is consistent with optimal health. The Guidelines (outlined in detail in this report) differ by age, with recommendations across the life stages for the age groups birth–5 years, 5–12, 13–17, 18–64, and 65 and over.

Overall, 30% of children aged 2–17 and 44% of adults aged 18 and over met the physical activity guideline. Children aged 2–5 were most likely to meet the guideline (61%) while children aged 13–17 were least likely to meet the guideline (7.9%).

Meeting the guideline decreased with increasing age for both children and adults:

• from 61% of 2–5 year olds to 26% of 5–12 year olds to 7.9% of 13–17 year olds
• from 48% of 18–64 year olds to 25% of those aged 65 and over.

Additionally, among adults aged 18–64, fewer than 1 in 4 (24%) met the strength-based activity guideline and less than 1 in 5 (19%) met both the physical and strength-based activity guidelines.

I encourage you to read the Report Summary. It is most concerning to learn that “most children exceed the recommended amount of sedentary screen-based activity’, with 1 in 3 (35%) of primary-aged children of 5 – 12 years meeting the recommended guideline. Are you surprised with these statistics? Maybe we all need to more closely monitor the time spent on screen-based and physical activities by our young children. Healthy bodies, healthy minds!

Twice a year, St Rita’s plans formal meeting sessions between teachers and parents to take place. During Week 9, beginning Monday 25th March, classroom teachers will be meeting with you to discuss your child’s progress, identify specific difficulties, and set individual goals to guide learning and growth next term. Your classroom teacher will be sending home a letter giving information on the interview schedule for the class. I have always been pleased that we have one hundred percent participation by parents in our planned parent-teacher interviews. You are partners in your child’s education!

Social media provides schools with an additional opportunity to connect with their families and interested community members and to share information and events quickly and easily. Miss Donna has been helping me this year to regularly update the St Rita’s School facebook page with interesting and engaging posts. We are pleased to see that the page has been well-received by parents and friends in the Babinda community. If you do use social media, you are welcome to ‘like’ our page and add comments to the posts we will be regularly making.

Have a good week. I hope to see you around the classrooms!

Judy Billiau
Principal

2019 SAFEGUARDING CHILDREN CONFERENCE

This year Catholic Education Services is excited to announce that their annual Catholic Education Services Safeguarding Children Conference to be held on Saturday 27th April at the Pullman Cairns International. The theme this year is ‘Stronger Communities, Safer Children’ and the Keynote Speaker is Professor Daryl Higgins, Director of the Institute of Child Protection Studies at the Australian Catholic University.

Staff will be attending this conference, and I would also encourage any interested parents to join us for this extremely worthwhile conference.

Please note that there is no registration cost but places are limited. Conference information and registration details can be accessed via the conference website:

APRE THOUGHTS

Dear Parents and Carers,

LENT

There are three traditional Lenten practices that are inter-related – prayer, fasting, and almsgiving.

Prayer puts us in touch with God. Through prayer we try to see ourselves and the world as God sees us. As we pray with the scriptures or the events of our day, we try to enter more deeply into the heart of Jesus and share his concerns and desires.

What do we see when we look at the world through God’s eyes and with the heart of Jesus? A world that is hungry. There is the physical hunger of so many who do not have the resources to simply live. There is the spiritual hunger that everyone has – the hunger that only God can fill.

Our fasting reminds us of the material hunger of the millions of poor and suffering people. It also reminds us of our own spiritual hunger for God. Fasting can help us simplify our lives, leading us to share more of our possessions with others.

Prayer and fasting together lead to almsgiving. We are led to decrease our consumption and to share what we have with those who have far less than we have.

(Source: James Kubicki, S.J. “A Year of Daily Offerings” Indiana, Ave Maria Press 2016)

Now entering the third week of Lent, it is timely to reflect on our path to inner growth, and consider whether our practices are opening us to God’s love. Have you thought of fasting as a way of praying with our bodies? Fasting can encompass different forms, and may be much broader than simply fasting for food. It could mean fasting from carbon emissions, by walking rather than driving, refusing packaging, turning electrical appliances off or reducing photocopying. It could also be fasting from consumerism, perhaps by buying less of what we want and purchasing only what we need, or shopping ethically by choosing sustainable or fair trade products. You could fast from entertainment, by reducing time spent viewing television, the internet or social media, or even fast from excess water use, bad habits or unkind words. Such choices can make more room for God in our lives, and be life-giving choices to others. Making more opportunities for fasting, prayer and charitable works is always our focus during Lent, to grow ourselves into better people.

THANDOLWAYO FROM ZIMBABWE

During Assembly Prayer, the students from Years 5 and 6 presented the Project Compassion story of Thandolwayo from Zimbabwe, highlighting our ‘privileged’ lives due to easy access to clean water supplies. Recently, Caritas Hwange helped Thandolwayo’s village to install two solar-powered pumps to draw the water up from the river, as well as purchase two 10,000 litre storage tanks. Following is her story, which illustrates the vital work of Caritas in transforming the lives of her community:

Life in her village in north-western Zimbabwe wasn’t easy for twelve-year-old Thandolwayo. Her father left several years ago and her mother lives in a town 90 kilometres away where she works as a casual labourer. Thandolwayo lives with her grandparents and attends the local school which has just 35 students.

Every morning she’d walk seven kilometres and risk being attacked by crocodiles as she collected clean water for her family. She’d then go to school feeling exhausted.

Thandolwayo’s grandparents sell pearl millet bran to fishermen and farmers for animal feed. They also sell chickens - but the income it brings isn’t enough to support the family.

“Now I can bathe every day, the distance to collect water for the family has been drastically reduced,” Thandolwayo says. “We now drink clean, safe water and diseases are no longer affecting us.”

The plentiful water supply has also triggered new ventures. Water is being used to mould bricks for building houses and to pound maize to sell. Plans are underway to establish a community garden and a fish pond, to generate a better income.

Thanks to Caritas’ support, water is now on tap in the village, benefitting its 500 residents - and Thandolwayo can concentrate on her education.

(Source: https://lent.caritas.org.au/page/week-1)

Our generous donations offer great hope to others and empower communities to create positive change, so please, I would invite you to give in the capacity that is fitting for your family – any loose change or planned donations are very welcome! In the final week of the term, St Rita’s will host our final fundraising events, with all proceeds raised going to Project Compassion. More information will be forthcoming in regards to our ‘Caritas Café’, and whole school fun activities in support of the work of Project Compassion.

Blessings,
Maureen Gaul
Assistant Principal (Religious Education)

CASTING THE NET

RISING WITH CHRIST

School closes in less than two weeks for the first holidays of the year and when it reopens, Easter will have been and, one could be tempted to think, gone without making a difference. We easily get into a rut with our faith, not realising just how deeply the presence of Jesus Christ has gone down into our being and transformed us to a new way of engaging with other people and our world. ‘Me, changed?’ I can hear you asking. Yes, let us look at the ways.

As Christians we believe:

That good can come out of bad. The power Jesus gave in defeating death is given to us. We are not defined or confined by the bad things that happen to us. We can turn them to good.

That prayer really makes a difference. The good desires I have for others can be offered to God and sent to surround and care for them – even if they are on the other side of the world.

That forgiveness is not only possible but desirable. When we hear stories of people who have forgiven those who have wronged them, we understand, we get it – even if we feel it might be beyond us.

That virtue is something for which we should work and strive. Yes, we want to be better because we believe we have been made for that.

These are the subtle ways Jesus Christ is alive in you. Let yourself be surprised this Easter by recognising and appreciating the new divine life that is rising in your hearts.

Loving God, my faith can seem so ordinary at times that I think it has little effect on me. Let me realise how the Holy Spirit is alive within me allowing the life of Jesus to rise in my heart and in my life. I ask this in Jesus’ name confident that you will hear me.

Sr Kym Harris osb

CURRICULUM CORNER

THE AUSTRALIAN CURRICULUM – An Overview for Parents

Can schools use the Australian Curriculum to support my child’s needs?

Every student is unique, with different needs and interests. Teachers use the curriculum to plan in ways that respond to those needs and interests. The Australian Curriculum is flexible, allowing schools and teachers to personalise student learning.

The Australian Curriculum website gives advice on using the curriculum to meet the needs of students with disability; gifted and talented students; and students for whom English is an additional language or dialect.

Talk to your child’s teacher for more information.

Do all states and territories teach the Australian Curriculum?

The Australian Curriculum has been agreed to, and is in the process of, being implemented in all states and territories. Some states or territories may make adjustments to the Australian Curriculum before their schools use it.

Talk to your school for more information.

Where can I find more information?

Find more information about the Australian Curriculum on the ‘Parents’ page of the Australian Curriculum website, where you can:

Download fact sheets and brochures, which give more detailed information about the Australian Curriculum in the first year of school (Foundation), Years 1-2, Years 3-4, Years 5-6, Years 7-8, Years 9-10

Find answers to frequently asked questions

See links that help you find information about:

• samples of student work
• student diversity
• learning areas or subjects
• general capabilities
• cross-curriculum priorities
• the National Assessment Program – Literacy and Numeracy (NAPLAN) and its relationship to the Australian Curriculum
• implementation of the Australian Curriculum in states and territories

PARENT PORTAL LOGIN TIPS

Parents at all our schools in the diocese are encouraged to access Parent Portals. If you are new to St Rita’s, the information below will guide you to familiarise yourself with the St Rita’s Parent Portal.

The link below takes parents to an online presentation on how to setup a login.

1. 1. Start by clicking the Parent Portal link on the school website here:
   www.stritasbabinda.qld.edu.au
2. On the next screen click the “Cairns Diocese” orange button
3. Then click the blue “Forgotten Password/First Time login” button
4. Under the orange Parents heading click “choose your own password online”
5. Enter the email address you have already given to the school -
6. Click the green Next button once
7. Retrieve the security code from your email and enter it within 15 minutes
8. Create a password
9. Close your web browser
10. Reopen the browser and access the Parent Portal link on the school website here
    www.stritasbabinda.qld.edu.au
11. Select the “Cairns Diocese”
12. enter your email and created password to Login

Please let the school know at which Step (1-12) you get an error and if possible include a screenshot and the device/browser information. We look forward to being able to help you!

AROUND THE CLASSROOMS

Combined Schools Cross Country

A whistle blew at a high-pitched screech! Zoom! The racers took off like speeding jets. All of the 14 year-old boys and girls ran the 4km for the Combined Schools Cross Country on Monday, while I was sitting in the grandstand. It was a little dull to have to wait, but you do get a free ice-block if you get puffed right out, so it was worth it.

Finally they called the 10 year-old boys’ and girls’ race. I jumped right out of my seat and ran to the starting line as quickly as I could. My stomach felt nervous and I had butterflies. I had to wait another 25 seconds for the race to begin. But then the whistle blew!

Oh no! I slipped over my shoelace! I thought that I was going to be last, so I quickly got up and ran my fastest, and got to the leading position. After that, I bumped into a witches’ hat marker and slipped in two puddles. Near the finishing line, a couple of boys caught up to me and at the end I came in fourth place. I felt pretty proud of myself. I didn’t have an ice-block because I normally don’t get puffed out when I run, but it was really worth the wait.

Elijah Geary
Year 4

SCHOOL COUNSELLOR

Friday 15th March, 2019 marked Australia’s National Day of Action Against Bullying and Violence. This topic is very near and dear to me personally as I have seen (on far too many occasions) during my worklife, the impact/s bullying can have on children. Bullying of any form or for any reason can have long-term negative impacts on everyone involved. Let's take a stand together every day to say Bullying. No Way!

Below are some excerpts from the Australian Governments: Bullying, No way! website. This website is very informative, particularly for parents wanting further information on how to respond if their child or children are experiencing bullying.

Being bullied

Bullying is not a harmless part of growing up. The most obvious and immediate effect is reducing students' participation, learning and enjoyment of school.

Feeling unsafe or being unable to focus on learning at school can have its own long term impacts. Staying away from school to avoid being bullied can lead to additional problems.

Other impacts include physical health complaints and fatigue, mental health impacts such as depression and anxiety, and social implications including self-doubt and reluctance to participate in group activities.

Researchers have also identified negative impacts in adults many years after being bullied. Students consider their social interactions online and in face-to-face settings to be connected rather than separate.

This applies to bullying as well. Many students who are bullied online are also bullied in person.

Just as bullying in person can cause harm, being bullied online can lead to social, psychological and educational issues.

Some research into the impacts later in life has suggested that online bullying leads to more significant negative impacts, but research asking students directly what they think at the time found the majority considered bullying in person to be more harmful.

The most significant negative impacts have been reported in students who have been subject to direct and relational forms of bullying.

Bullying can create high levels of social anxiety and a sense of loss of dignity and 'agency'. Agency is the sense of control a person has over what happens to them and their life, and their ability to make choices. Feeling powerless and unable to stop the bullying can lead to lasting harm.

Feelings of anxiety, fear and distress about being excluded and being treated with contempt can continue away from the school setting for students who experience bullying in person or online.

Many factors influence whether students consider bullying they experience to be harmful. The effects of bullying are specific to each individual. The impact may depend on the personal resources and support systems around the student.

Bullying others

The impact for students who bully others depends on whether the bullying is short-term or persists over years.

Some students engage in bullying for a short time only and then stop either because they realise it is inappropriate or the school supports them to learn more appropriate behaviour. A small group of students continue to bully others over many years.

Students who persistently bully others have been found to have later issues in mental health and educational outcomes, as well as showing criminal and anti-social behaviour.

These outcomes do not necessarily mean their bullying behaviour results in the later outcomes and the criminal behaviour. It is possible something else in the child's attributes, environment or experience contributes to both. However, these later outcomes suggest that persistent bullying is an important warning sign of ongoing problems.

Schools and parents/carers need to support those who bully others to learn more appropriate ways to get on with others and deal with conflict and social challenges.

Being a bystander to bullying

Students who see bullying happening can also experience negative impacts. Students can also feel distress about not knowing what to do.

Many students who are bystanders to bullying feel distress and anxiety about seeing something they consider to be wrong.

Schools need to respect students' assessment of whether or not it is safe to intervene. Students may be concerned about their own safety or potential loss of social status. They may be afraid of being bullied themselves if they say something.

Students who see bullying happening to others may also doubt whether they are generally safe at school.

Feeling unsafe can have a negative impact on learning and participating for all students. Research shows that frequent bullying and reports by students of feeling unsafe at school are closely linked.

Some researchers suggest that bystanders are key to stopping bullying, but these students are also part of the peer group and there may well be issues for them if they speak up. Students weigh up a number of factors to decide if they should intervene, including their relationship with those involved, the apparent seriousness and impact, whether they think someone else should intervene, and their opinion of the person being bullied.

How parents can respond: Watch the Quick Tips for Parents videos by Dr Michael Carr-Gregg for more ideas.

Larissa Juniper,
School Counsellor

DATE CLAIMERS

ACHIEVEMENT AWARDS

We congratulate Kylee Hansen (Year 5/6) who successfully contributed to the Cairns Post ‘Inspire’ feature on Tuesday 12th March 2019. Kylee wrote an interesting article on her class’s ‘Just Leadership’ day in South Johnstone. On the day they learned how Caritas Australia is changing lives and the challenges that people in Zimbabwe face each day. Well done Kylee!

BIRTHDAY CONGRATULATIONS

St Rita’s wishes Pearle Logan all the very best for her eighth birthday which she celebrated recently. We hope you had wonderful birthday celebration Pearle!

THOUGHT OF THE WEEK

COMMUNITY NEWS

CASSOWARY COAST RUGBY LEAGUE TRIALS

SCHOOL DENTAL NEWS

A message to Parents and Guardians from Innisfail Hospital Dental Clinic

The school dental caravan will not be coming to your School again in the foreseeable future.

However the same full comprehensive NO CHARGE service is available at the Innisfail Hospital Dental Clinic.

All children between the ages of 4 to 17 are eligible.
If you are eligible for the Child Benefit Dental Scheme we will ask to bulk bill you.
Please phone the 1300 300 850 Call Centre to make your appointment times.
You will need a current Medicare card when you call.

Well Women’s Clinic – Babinda Hospital

(This clinic is available to Medicare eligible clients)

Tuesday 9th April 2019
All services are provided by a specially-trained Women’s Health Nurse.
For appointments phone 4067 8200