St Joseph's, Tara - Term 1 Week 6 2024 Newsletter!

Our Vision & Mission Statements

From the Principal

Welcome to the Term 1 Week 6 Newsletter!

AAP GOAL

One of the school's 2024 goals is to begin implementing the Berry Street Model across the school.

Why are we implementing this model?

To create a whole school approach to ensure students fell welcomes, safe, valued and successful.

How are we beginning to implement the Berry Street Model?

All teachers (and later in the year School Officers) are being provided with the opportunity to train in proven strategies to help all students succeed.

The Berry Street Education Model (BSEM) is an educator-designed and evidence-led framework which provides proven strategies that are easy to implement and empowers the staff to create classrooms where every student is ready to learn and able to thrive.

It can be challenging to balance student needs and that is why the Berry Street Model has designed a holistic approach to education that helps everyone.

The model will promote an increase in the engagement of students with complex, unmet learning needs and successfully improve all students’ self-regulation, relationships, wellbeing, growth and academic achievement with pedagogical strategies that incorporate trauma-informed teaching, positive education, and wellbeing practices.

The Berry Street Model helps schools strengthen the whole-school approach we are striving to achieve to build consistency and predictability across all areas of the school for all students.

Schools that have implemented the Berry Street Education Model have seen:

• improved student wellbeing and engagement to bolster positive behaviour
• better supported students who experience diverse and complex learning challenges
• increased teacher wellbeing, ensuring all staff feel equipped to deal with the diversity of student needs.

We are very much looking forward to having all our staff trained in this model and working towards having a well-being programme implemented as a whole school.

BULLYING

We have unfortunately been hearing a few members of our school community using the words “bully” and “bullying” out of context or without understanding the correct meaning.

We were very fortunate this week to have the school’s Guidance Counsellor, Jacinta Jensen, at the school. She provided a session on “what is bullying?” to the Year 2/3 and Year 4-6 classes with the students engaging in scenarios and activities to provide them with a better understanding.

Please see below some parent information. This information is very similar to what was shared with the students so that discussions and vocabulary used at home can reinforce what is spoken about at school.

What is bullying?

Bullying is:-

• when there is an imbalance of power or strength
• repeated ongoing negative behaviour directed at an individual or a group
• this negative behaviour is performed with the intention to hurt or harm.

Bullying is NEVER OK! We must remember though that if it does not fit the definition above, then it cannot be called “bullying”. If it not considered “bullying” then it could be just someone being unkind to us at that particular point in time.  

There are different types of bullying and below are some of the more common forms:

Verbal: Name calling or put downs, threats, teasing, ridiculing and yelling.

Physical: Punching, tripping, kicking or stealing and/or destroying someone else’s property.

Social: Leaving people out, gossiping, or talking about someone behind their back. This can also include lying, spreading rumours, mimicking, making fun of, or playing nasty jokes to embarrass and humiliate.

Cyber: Hurting someone using technology, via email, chat groups, text messages, social media, websites and online games.

What bullying is not?

• Disliking someone.
• Bad moods/ arguments/ being “bossy”.
• Accidental or once off incidents of physical harm.
• Telling a joke about someone once.
• Not playing with someone or choosing different people/ groups to play with.

What can we do to help students who are feeling like that are being bullied?

Encourage your children to:

• Be critical thinkers.
• Have empathy for others.
• Respect themselves and those around them.
• Take responsibility for their actions.
• Be resilient.
• Remove technology from the bedroom.
• Talk about being safe online

DISABLED PARKING BAY

At the front of St Joseph’s is one disabled parking bay. Please be aware that parking in this bay is prohibited for anyone not having a disabled sticker on their front window. We currently have two students and one staff member who need to use this park for both drop-offs and pick-ups and on the days they work.

We thank you for your consideration and understanding of others in this matter.

God bless,

Kylie Williams

"Always remember to help and be of service to others." ~ Mary MacKillop.

"My command is this: Love each other as I have loved you." John 15:12

From the APRE

PROJECT COMPASSION 

The 2024 Project Compassion theme, For All Future Generations, reminds us that what we do today can have an impact for all future generations. This message invites us to step up for those who do not have the essential resources they need for their survival and those whose needs at this time are far beyond ours. By putting compassion into action, we can make a difference today, for all future generations. 

This year, Project Compassion brings you the stories of three resilient women from three different corners of the world. They are facing vastly different challenges but are all united by one dream: to create a better tomorrow for all future generations.  

Across the coming weeks, you will meet Ronita from the Philippines, Leaia from Samoa and Memory from Malawi through the stories of their lives which I will share.  

Ronita lives with her husband and two children in a barangay (local district) in Quezon City, which is situated in Metro Manila in the Philippines. She went back to school to finish her education so that she could earn income to support her children. 

Leaia does not have access to a reliable source of clean water which makes it very difficult for Leaia and her family. But, with the support of Caritas Australia, a water tank was installed at their home, improving their health and living conditions.  

Memory, the eldest daughter from a rural Malawian family, trained to become a carpenter and is now a trailblazer for future generations of women in her village.    

Throughout Project Compassion, you will get to know the stories of Ronita, Leaia and Memory. Journey with them as they forge a path to a brighter future for all generations.   

Watch a short film:  Introduction to Project Compassion (General) 

Please support our school’s efforts and donate to Project Compassion. 

COLOURING COMPETITION AND ICE CREAM FUNDRAISERS 

Thank you to Miss Sheppard and Mrs Ash, their respective classes and the MacKillop Club leaders for organising and running our first two fundraiser for our Lenten Project Compassion Campaign.  

The colouring competition raised $41 with the winners being Braxton (Year 4-6) and Charlotte (Year 2/3). They both won their respective categories and scored a free tuckshop voucher for their efforts.  

Ice cream days are always well received by staff and students alike. The enthusiasm raised $94.  

This brings our total amount to $135. 

Learning at St Joeys

From the Year 4 - 6 classroom

Welcome to Week 6! This term has been very busy, and it has been wonderful to see all the students loving learning and being back at school.

This term in English, students have been exploring a range of quality texts that all contain elements of a quest. They focused on several English textual concepts throughout the unit, "We're going on a Quest!". Students revised the structure of a narrative and features of characters. They listened to, and created, spoken and/or multimodal texts including stories. Students shared and extended ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They used text structures to organise and link ideas. Students used language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. 

During Maths, students explored the properties of number which have included expanding numbers, factors and multiples and developing efficient strategies when looking at addition, subtraction, multiplication and division problems. They investigated the properties of prime and composite as well as odd and even numbers. Students investigated and solved a range of practical additive problems using concrete materials. They interpreted and represented various situations using diagrams and arrays to represent what is unknown. Students modelled and solved multiplication problems involving money using efficient mental and written strategies. They interpreted a series of contextual problems to decide whether an exact answer or an approximate calculation is appropriate and explained their reasoning for their answers. Students recognised and explained the effectiveness of rounding numbers to solve problems. They followed and created algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identified and described any emerging patterns.

In Science this term, students examined the structural and behavioural adaptations of living things. They identified features that enable an animal to survive in hot or cold environments. Students investigated how camouflage is used by animals to hide from predators or to ambush prey. They used physical simulations to explore how the shape of an animal’s body parts, such as a bird’s beak, influences its ability to find food and survive in its habitat. Students explored features of native plants that enable them to survive in Australia’s desert, bush and outback environments. They researched the unique adaptations of the platypus to finish off the end of our unit.

During HASS this term, students explored the inquiry question “Why did Britain establish additional colonies in Australia and what was the impact of this?” and “How did individuals or groups of people create an impact during colonial Australia?” Students explored these questions through the inquiry process regarding:
• the economic, political and social causes of the establishment of British colonies in Australia after 1800.
• the impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment.
• the role of a significant individual or group, including First Nations Australians and those who migrated to Australia, in the development of events in an Australian colony.

In Religion, students identified many ways in which faith is shared and strengthened in communities of believers, past and present. They examined key rituals that take place in the school as a faith community. Students discussed what they think is the most important part of the times we come together as a school community to celebrate in the Church. They described the significance of personal and communal prayer and worship including the Eucharist, the Psalms, Sabbath rituals and prayers. Students identified ways in which faith is shared and strengthened in communities of believers, past and present. They examined Mary's role as mother of Jesus and mother of the Church.

We have been incredibly busy in all of our learning this term and the students are to be commended on their efforts each day to be the best versions of themselves so all students can learn.

Photo Time

Project Compassion - Ice Cream Day!!

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P & F News

Tuesday, 05 March - 3:00 - Will be the next P&F meeting. This will also be the start of the year AGM, as we didn't have enough interest for executive roles the previous time. It is important for the P&F to continue running as it brings wonderful support for the students by providing weekly tuckshop,  fundraising for school camp/excursions and the purchase of much needed classroom resources.

Ongoing parent support is a vital key to maintain an active and successful P&F.

The following positions are available: 

President, Vice President, Secutary and Treasure.

From the Parish

St Mary Of The Angels - Tara
Mass Times

Tara: Friday: 9am
Saturday: 6pm

Moonie: Sunday: 9:30am
on the 1st, 2nd & 3rd Sunday of the Month

Meandarra: Sunday: 7:30am
on the 2nd & 4th Sunday of the Month

Glenmorgan: Sunday: 9am
on the 4th Sunday of the Month

St Joseph's Awards

Students Of The Week

Week 5 - Eleanore Aylott, Hannah Meyer, Isabella French, Kaileigh McChrystal and Jorjah Furniss

Week 6 - Brett Allen, Ivy-Grace Andersen, Eliza Adhikary and Decklin Anderson

From the Administration Officers

If you need any financial assistance, be sure to come in and see myself or Kylie to see how we can help. It is completely confidential!

HOW TO PAY YOUR SCHOOL FEES:

*Cash / Cheque, at the office.

*BPoint, in person at the office or over the phone.

*Direct Deposit:
Bank: ADF
Name: St Joseph’s School
BSB: 064-786
ACC: 100-025-583
Reference: Your Name                         

*Centrelink Centrepay Deduction Payments can be made fortnightly or monthly.                     The School’s CRN: 555075545A

Not Sure how it’s done?  Ask at the office for assistance.

Term Dates

2024

Term 1 2024 – Tue 23 Jan (Public Hol 26 Jan) - Thur 28 Mar

(Good Friday 29 Mar)

Term 2 2024 –(Student Free Day 15 Apr) Tue 16 Apr - Fri 21 Jun 

Term 3 2023 – (Student Free Day 08 Jul) Tue 09 Jul - Fri 13 Sep

Term 4 2023 –(Kings B'day 07 OCT) Mon 30 Sep - Wed 04 Dec

(Travel Day's Thur 5 Dec & Fri 6 Dec)

Wellbeing Matters

Student Safety

EVERY CHILD HAS THE RIGHT TO FEEL SAFE

It is a legislative requirement that all non-state schools have at least two nominated staff members to whom a student can report the behaviour of another staff member that the student considers inappropriate.  We call these specially trained staff members School Student Protection Contacts, or SSPCs.  Each SSPC has been nominated by the principal in recognition of their integrity, approachability and knowledge in the area of student protection.  Whilst students are encouraged to speak up to any trusted adult in the school community, it is important that they know they can access these specific staff members at any time should they have worries, queries or concerns. You will have noticed posters throughout the school depicting our current SSPCs.  The SSPCs are also published on our school website along with information about our student protection processes.  In everything we do at St Joseph's Tara student safety is our highest priority, therefore the SSPCs at our school are key personnel in our overall safeguarding processes.  Please see the poster below depicting our current SSPC team.

COMMUNITY ENGAGEMENT