Issue 9 - 12 June 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,

What a night we had at St Rita’s last Friday! Wasn’t it wonderful seeing our children having so much fun together? Our term discos have always been hugely successful school community events, and last Friday’s ‘Movie Character’-themed disco proved to be no exception. Almost one hundred percent of our students came along for the fun and games, and it was made more special when some past students and their families joined us too. Last year’s senior teacher, Mrs Harbour, had a great time seeing us all again!

The evening could not have been such a success without the support of staff and parents of our school. Thank you parents for supporting this P & F fundraiser, by assisting with costumes, food preparation and BBQ cooking. I am also very appreciative of the help provided by the St Rita’s staff. We spend a good deal of time preparing, setting up and cleaning up when planning and organising our term discos. Lastly, I must extend a special thank you to our Disco DJ, Mrs Masina, who once again kept the evening rockin’ and rollin’! Altogether a fabulous team effort by St Rita’s!

As a proud Queenslander, I enjoyed the celebration of Queensland Day last week. Queensland Day, 6th June, is a celebration of Queensland’s birthday and its official separation from New South Wales as an independent colony on 6th June 1859. Celebrated annually, Queensland Day is an opportunity to commemorate the state’s culture, heritage, people, places and industry. This year, Queensland marked its 160th birthday on Thursday 6th June. It was a time to reflect on how lucky we are to be part of such a wonderful, diverse state.

In class, the students furthered their knowledge about the state of Queensland when celebrating Queensland Day. We learned about its Coat of Arms, badge, flag, floral and faunal emblems and major geographical features. Do you know what the aquatic emblem of Queensland is? Or the bird which signifies our state? Why is the red deer featured on our Coat of Arms? Ask your child if you don’t know!

St Rita’s welcomed a new staff member to our classrooms last week as Miss Ebony Lowah-Jia has commenced her position as Indigenous Liaison Officer (ILO) two days per week. In this specific School Officer role, Miss Ebony will be liaising with our indigenous families, networking with support agencies in the local community and assisting with student learning in the classrooms. Ebony has recently settled in Babinda and she is very excited to be working with young children in school. I’m sure you will join me in welcoming Miss Ebony to St Rita’s when you see her at school in the future.

Many students have been wearing our winter uniform in the past fortnight, and it is pleasing to see that the correct navy-coloured polyester or fleecy jacket is being worn. For your convenience, we stock navy blue jackets and long pants in the school office. We have decided to reduce the price of the navy blue jacket to $20 and the navy blue long pants to $15. As we purposefully do not have a school logo badged on these clothing items, children can get ‘good wear’ out of them outside of school hours.

As a reminder, St Rita’s enforces the ‘No hat, no play!’ rule as integral to our Sunsmart Policy. Please ensure your child has his or her hat every day for school, as the staff feels disappointed to see children missing out on their play breaks due to not bringing a hat. Thank you for keeping St Rita’s students safe in the glorious winter sunshine!

THE 3Rs: RIGHTS, RESPONSIBILITIES AND RULES

St Rita’s School-wide Positive Behaviour Framework, the 3Rs, is committed to providing students and staff with a safe and happy learning and working environment. The policy promotes the development of quality interpersonal relationships between all members of our school community through positive attitudes and behaviour.

The Framework provides set guidelines for student behaviour, helps students develop appropriate strategies for solving problems and resolving conflicts, and fosters positive relationships between all members of the school community. It includes an outline of a three-tier process for consequences of inappropriate behaviour that is used within the classroom and playground settings.

The overarching emphasis of the Framework is the concept that RIGHTS and RESPONSIBILITIES go ‘hand in hand’. Put simply, for every right that a child has at school, there is a related responsibility. Rights, responsibilities and rules are therefore linked together to ensure a safe, caring and positive learning environment for all members of our school community.

• I have the RIGHT to be respected in our school.
  And it is my RESPONSIBILITY to respect self, others and the environment. And it is my RESPONSIBILITY to allow others to learn and to do my best.
• I have the RIGHT to learn.
  
• I have the RIGHT to be safe.
  And it is my RESPONSIBILITY to act safely and not to hurt anyone.

The aim of the 3Rs Framework is for students to take ownership and responsibility for their own actions and behaviour, to respect the rights of others and acknowledge their responsibilities towards others, and to support positive relationships within the whole school community.

I look forward to seeing you around the classrooms in the coming fortnight!

Regards,

Judy Billiau

STUDENT REPORTING

At this stage of the term, teachers have been extremely busy preparing Semester One Reports for the students at St Rita’s School. In the last week of term, on Wednesday 26th June, these formal written reports will be available for viewing and downloading on the Parent Portal. I encourage you to review your child’s Report thoroughly and to contact your classroom teacher for an interview if you have any concerns or queries.

For your information, I am including an excerpt from the Cairns Catholic Education Services Guideline on Student Reporting document, which provides instruction to schools for complying with Australian Government and Diocesan requirements for reporting student achievement:

Rationale and expectations:

In Catholic schools, student achievement is recognised and celebrated in many ways throughout the school year; at informal meetings, through awards at school assembly, parent/student/teacher interviews, through class work that is sent home, through class oral presentations and through written reports.

Reporting communicates information that has been obtained from a variety of assessment processes and involves a professional judgment made on a body of evidence about a student’s progress and achievement against a set of clearly articulated standards. In Catholic schools in the Diocese of Cairns the key principles of reporting are:

• Teacher professional judgment is at the heart of reporting student achievement.
• Teachers’ knowledge and observation of the students’ progress contributes to this professional judgment.
• Teacher professional judgment is informed by assessment data and referenced to the curriculum framework.
• The teacher develops assessment tasks and identifies the criteria which inform judgments about the child’s achievement.
• Teachers utilise the evidence from a body of work to make a judgment against standards at a point in time.
• Teachers should keep a folio of the evidence of a student’s work.

When reading your child’s Report and reviewing their Student Work Folio, please keep in mind that these are only two sources of feedback about student progress. Throughout the year there are opportunities for parent-teacher interviews to provide parents with comprehensive feedback on individual student progress. This includes feedback on your child’s behaviour in class and discussion of potential learning goals that the teacher has targeted for the individual student.

A Student Work Folio, of assessment items that the children have completed throughout Semester One, has also been compiled by classroom teachers. These folios are sent home in the first week of next term, and I encourage you to spend time reviewing these to see what your child has been learning and how he or she is progressing during the course of the semester.

Kind regards,

Judy Billiau

APRE THOUGHTS

Dear Parents,

End of Eastertide

In the Church’s Liturgical Calendar, Eastertide is completed by the feast of Pentecost, which celebrates the coming of the Holy Spirit. This significant event is depicted in a dramatic way by Luke, in Acts of the Apostles 2:1-11, to tell of the beginnings of the early Church: “When the day of Pentecost had come, they were all together in one place. And suddenly from heaven there came a sound like the rush of a violent wind, and it filled the entire house where they were sitting. Divided tongues, as of fire, appeared among them, and a tongue rested on each of them. All of them were filled with the Holy Spirit and began to speak in other languages, as the Spirit gave them ability.” (Acts 2:1-4).

Luke drew upon writings of other momentous historic events in church history to signify the importance of the event to his audience. At Pentecost, the Spirit breathed new life into the Church; it was the formation of church of the followers of Christ. We pray that we may be filled with the fruits and gifts of the Spirit. May our hearts be open to the inspiration of the Spirit, so that we may learn the language of love, hope, truth, compassion and respect.

Holy Spirit, I am your temple. I belong to you.
You are as close to me as my breath.
With each breath I take today, fill me with your inspiration and love.

World Environment Day

The United Nations designated 5 June as World Environment Day in 1974. It is celebrated in more than 100 countries, and is the largest annual event for positive environmental action. World Environment Day 2019 was hosted by China last week, with a theme of "Air Pollution". Worldwide, approximately 7 million people die prematurely each year from air pollution, with about 4 million of these deaths occurring in Asia-Pacific. Through World Environment Day 2019, governments, industry, communities, and individuals are urged to come together to explore renewable energy and green technologies, and improve air quality in cities and regions across the world.

Pope Francis too, is passionate about the environment, as a matter of just relationships. In June 2015 he wrote an encyclical “Laudato Si’ calling for people to ‘listen spiritually’ to the scientific research, and honour our relationship with God, humankind and Creation. Damage to the environment is not only harmful to the ecology; it is detrimental to the poor. Proper value must be given to all creatures. In our own small ways, we can challenge our lifestyle and the throwaway culture, and seek ways to minimise our impact. You may be interested to read more about beating air pollution at the link below, and see how you can make a difference.

Blessings,

Maureen Gaul
Assistant Principal (Religious Education)

CASTING THE NET

The Example of the Manchurians

I had a disagreement with someone last week. No, we did not have a fight. I withdrew because I knew I would lose. Yes, my cause was right and so was hers, though I’ll be honest, I believe my cause was more right than hers! But I withdrew and then what? I sulked and thought bad thoughts of her. Yes, over a relatively minor issue, I allowed a barrier to go up in my heart and thoughts towards this person. When I stopped and thought, and prayed about it, I recognised that we have far more in common that what we disagreed about: our common faith, the people we love, the community in which we live, our humanity. Still part of me wants to be against her.

In the past few weeks in the Gospel readings, we have heard Jesus offering ‘Peace!’ This peace is not an absence of conflict but rather something alive and active that allows a person to celebrate all we have in common with others, rather than give into negativity or even revenge. Those who chose to go ahead with the charity concert in Manchester 2017 show us the courage and bigheartedness that living a peaceful life needs. The Mancunians did not close down within themselves, they did not attack. Doubtless necessary precautions were taken but they went ahead with the concert, knowing they were still vulnerable to attack. They stood up to hatred with far better weapons than any guns.

So what about my little situation? Right as I may have been about my position, my withdrawal was wrong. For peace to flourish, I need to stay in touch, think kind thoughts, do positive actions towards this person. In other words, do what makes for peace. Not easy, but we have been given the Holy Spirit for just this.

Loving Father, send me your wise Spirit that I may do what makes for peace in the hard and easy situations of my life. I ask this in Jesus’ name, confident that you will hear me.

Sr Kym Harris osb

SCHOOL COUNSELLOR

What is emotional literacy?

Emotional literacy (often referred to as emotional intelligence) is our ability to recognise, understand and appropriately express our emotions. It is also the ability to recognise the emotions of others and to respond to them appropriately. Emotional literacy is a key component of both self-awareness and social awareness

Emotional literacy is a key skill which underpins:

• Self-awareness – Being able to identify and recognise your emotions
• Self-management – Being able to exert self-control and manage stress and challenge
• Social awareness – Being aware of others’ needs and having empathy for others
• Relationship skills – Being able to communicate and relate well with others
• Responsible decision-making – Being able to problem-solve and accept responsibility

Families have an essential role to play in supporting children and young people’s emotional literacy. Children and young people experience a range of positive and negative emotions. This is normal and healthy. Each person will feel and express these emotions differently.

You can support your child through:

• Role modelling - how you express and manage emotions influences how they learn to express and manage their own emotions
• Helping them name their positive emotions (such as proud, interested, excited, relieved) and negative emotions (such as angry, lonely, afraid, disappointed).
• Recognising and naming your own feelings and emotions
• Creating spaces for regular communication
• Validating your child or young person’s feelings
• Guiding them towards appropriate expressions of emotions
• Setting consistent, clear and supportive boundaries for the expression of emotions

Useful links:

• The Collaborative for Academic, Social, and Emotional Learning (CASEL)

• KidsMatter

Larissa Juniper
Guidance Counsellor

CURRICULUM CORNER

Helping Parents Understand Home Reading

With any reading that occurs at home, the key is clear communication between the teacher and the parents so that students develop a life-long love of reading. Newsletters, emails and parent information sessions at the beginning of the school year are effective ways of informing parents about guidelines and the outcomes of reading at home.

It is also important to alert parents to the variety of ways of providing opportunities for students to read at home. Students will benefit from reading at home in any of the following ways.

• Read aloud to a parent, sibling or other relation.
• Read silently and discuss with a parent – discussion could be about the content of the text, reactions to the text, difficulties experienced, strategies used, visual images created, links to other reading material.
• Read silently with no questions asked – this is quite common for adult readers so students should be allowed to do the same.
• Read along with a parent, sibling or other relation.
• Listen to a text read aloud.

It is important to inform parents how they can make oral reading a positive experience for students in the home setting. Excellent ideas on assisting your child at home with the development of reading skills is included in this newsletter.

Source: First Steps Reading Source Book 2013

AROUND THE CLASSROOMS

The Party Disco

Dancing, singing and music was all I could see and hear last Friday night! The smell of the sausage sizzle made my mouth water. I couldn’t wait until Havana, my sister, got the money out to pay for our food. I was wondering if I should start dancing and I chose to dance to the song I was listening to, ‘Dynamite’. Everyone was telling each other what they were dressed up as. The theme of the disco was ‘Favourite Movie Character’, so there was Poison Ivy, Minnie Mouse and Captain America. I dressed up as Ash from the Pokemon movies.

Mrs Masina was in charge of the disco and while I was eating my hot dog she called out that a dance game was about to start. I was so happy, but firstly I had to eat all of my sausage. I finished just in time for the next game, ‘Knights and Cavaliers’. It was a team game that meant we had to look for someone to work with, so I chose my best friend Jack. It was really hard to play, but we were in the top six competitors. The winners of each dance game won a prize.

It was finally time to announce the winners of the best costumes. We had to listen to ‘Shake if Off’ (it was the worst song ever!) while Mrs Masina said we should dance around the stage to show off our costumes. We also danced to ‘I’ve got bills and sunflowers’. Ethan won Best Dressed for the boys in Prep – Year 2, and Emily was the winner out of the girls in that age group. The winners of the Years 3 – 6 were Havana, my sister, and I.

I wished the disco could have gone on forever!

By Cooder Postic
Year 5

LIBRARY LINKS

For the Love of Libraries

Hello families,

Reading through the current issue of my favourite magazine recently, I was thrilled to see an article dedicated to the ‘love of libraries’. Anyone who recognises and celebrates the value of books in our world will not be a stranger to the following thoughts:

Imagine a place that’s open to everyone, regardless of status, culture, lifestyle or beliefs. Where there’s no entrance charge, no obligation to spend money or buy anything. Where no appointments are necessary and no time limits apply. Where life slows down and reflection is encouraged. Where visitors can put the world to rights or sit quietly by themselves, no questions asked. Where escapism, deep thought, entertainment and self-improvement are welcome, and there for the taking (Breathe, Issue 15).

Libraries are special places, offering different things to different people, and how fortunate are we at St Rita’s to have such a welcoming, colourful and happy space for our own little library?

For the last few weeks of the term our library display will focus on dinosaurs, those amazing creatures of long ago who continue to fascinate thousands of years after their extinction. Are you a fan of the ferocious Tyrannosaurus Rex or do you prefer the gentler, plant eating Diplodocus? Ask your children for their favourite. For some fun, we will be running a colouring in competition ‘Dinosaurs love Underpants’, looking for the most colourful and inventive entries.

Till next time!

Lisa Calcagno
Library Assistant

QUEENSLAND PREMIER’S READING CHALLENGE

The Premier's Reading Challenge is an annual statewide initiative for state and non-state schools and home-educated students up to Year 9, as well as children (aged up to five years) enrolled in an early childhood centre, and individual home readers. The reading period for Prep - Year 9 students is 13th May - 23th August 2019.

The Premier's Reading Challenge is not a competition, but aims to improve literacy and encourage children to engage in reading for pleasure and learning. This year, the Premier has challenged students from Prep - Year 4 to read or experience 20 books, and Year 5 to read 15 books. Experiencing books can include shared reading, listening to stories or reading picture books.

St Rita’s School is once again registered to participate in the Challenge, and we encourage all students to be part of this initiative through our regular Home Reading and library borrowing programs. Every student who participates will receive a Certificate of Achievement signed by the Premier. Parents are encouraged to play a part in improving children’s literacy by assisting their children in the Premier’s Reading Challenge 2019.

Let’s get reading now!

WOOLWORTHS ‘EARN & LEARN’ PROMOTION

We are happy to say that our collection of Woolworths Earn & Learn stickers is steadily growing! If you are yet to send in your stickers, please feel free to do so at any time. The promotion ends on Tuesday 25th June this year, so we have only two weeks left for collection.

At the end of the promotion, St Rita’s will be able to order new resources from a range of Maths, English, Science, Arts & Craft and P.E. equipment. As a small school on a tight budget, our school really does benefit from being able to purchase additional teaching resources from the ‘Earn & Learn’ promotion.

Thank you for your support!

DATE CLAIMERS

STUDENTS OF THE WEEK

St Rita’s School congratulates those students who were awarded ‘Student of the Week’ at Assembly on Friday 7th June 2019.

ACHIEVEMENT AWARDS

We congratulate Emily Shaw, Joseph Geary and Robert Freeman (Prep) for completing different levels of their M100W (Magic 100 Words) high frequency word lists. Emily and Joseph have successfully completed their Golden Words, and Robert has achieved both Golden and Red Levels.

Mrs Masina and Miss Donna are very proud of the wonderful progress that the Preps are making this year. St Rita’s congratulated these young students when they were awarded their M100W certificates on Assembly last Friday.

Well done Emily, Joey and Robert!

THOUGHT OF THE WEEK

COMMUNITY NEWS

ST RITA’S SOUTH JOHNSON FETE