St Joseph's, Tara - Term 3 Week 8 2025 Newsletter!

Our Vision & Mission Statements

From the Principal

Welcome to the Term 3 Week 8 Newsletter!

Tuckshop Thanks & The Power of Volunteering

We would like to extend a heartfelt thank you to Joan Grose and Danielle Velez for generously volunteering their time to help in the tuckshop last Friday while Ms Robyn was away sick. Your support and hard work were truly appreciated by staff, students, and families alike. The tuckshop ran smoothly thanks to your efforts, yummy food and your cheerful presence made a big difference to our school day. 

Volunteering is a cornerstone of our school community. It not only helps keep essential services like the tuckshop running, but it also strengthens the bonds between families, staff, and students. When parents and carers get involved, it sends a powerful message to our children about the value of community, generosity, and teamwork. 

Whether it's lending a hand in the tuckshop, providing home bake on a Friday, making cupcakes or goodies for our Feast Day celebrations, helping in the library or assisting at events such as carnivals, every contribution counts. If you would like to consider volunteering, we’d love to hear from you—your time and talents can make a real impact. 

We also thank Joan and Danielle for supporting the running of our Father’s Day Stall and mini-bake sale.  

Thank you again to Joan and Danielle. Your kindness and commitment are deeply valued! 

Supporting Student Success Through Teacher Collaboration

As you read this, our teaching staff would have participated in Consistency of Teacher Judgement (CTJ) Day—a vital opportunity for educators to come together and collaborate on all things curriculum. This dedicated time allows teachers to align their understanding of student achievement, share best practices, and ensure consistency in how learning is assessed across year levels.  

St Joseph’s staff collaborated with teachers from St Patrick’s School, Mitchell. Together, they shared best practices and celebrated student achievements in phonics and English. The session then shifted focus to unpacking the Version 9 Australian Mathematics Curriculum, which will be a key area of development for our school in 2026. This collaboration reflects our ongoing commitment to excellence in teaching and learning. 

Why is this important? When teachers work together to moderate student work and discuss curriculum expectations, it leads to more accurate and fair assessments. It also helps us identify areas where students may need additional support or enrichment, ensuring every child receives the best possible learning experience. 

These professional learning days are not just about marking or planning—they’re about building a strong, united teaching team that is focused on improving outcomes for all students. We appreciate your support and understanding as we take this time to invest in the quality of teaching and learning at our school. 

Balancing Support and Expectations for Student Success

At St Joseph’s, we are committed to nurturing both the wellbeing and academic success of every student. To support this, we use two complementary approaches: the Berry Street Restoration Scale and our Golden Time expectations. 

The Berry Street Restoration Scale is a responsive tool used by staff to help students regulate their emotions and re-engage with learning. When a student is experiencing difficulty—whether emotionally, socially, or behaviourally—this scale provides a structured pathway to guide them back to a calm, focused state. It’s grounded in trauma-informed practices and encourages reflection, responsibility, and restoration, rather than punishment. This approach helps students build resilience and develop the  

At St Joseph’s, when a student begins to show signs of emotional or behavioural escalation, they are first given a gentle warning along with a redirection strategy—this might include a reminder of classroom expectations, a short break to get a drink, or a walk and talk with a staff member. If the behaviour continues, two further warnings are provided, each paired with different strategies to help the student reset and re-engage. 

If a student is still unable to regulate their emotions or behaviour, they are given the opportunity to meet with a staff member for a restoration conversation. This is not optional, but an expected part of our approach to ensure students are ready to learn and participate fully in the next session. These moments of reflection and support are vital in helping students return to a calm and focused state, so they can thrive both socially and academically. 

In contrast, Golden Time is a proactive, recognition-based system that sets clear simple expectations for all students. To participate in Golden Time activities, students are expected to maintain 100% attendance, be organised, demonstrate positive behaviour in both the classroom and playground, and wear the correct school uniform. These expectations promote consistency, responsibility, and pride in being part of the St Joseph’s community.   

As can be seen, both approaches are quite different in nature but together create a balanced environment where students are supported when they need help and celebrated when they meet expectations. It’s all part of our commitment to helping every child thrive—socially, emotionally, and academically. 

God bless,

Kylie Williams

APMI

Celebrating Father's Day: Honouring Our Fathers and Father-Figures

Father’s Day is a special occasion where we pause to celebrate and honour the fathers, grandfathers, and father-figures who play such an important role in our lives. The origins of Father’s Day date back over a century, with the first official celebration held in the United States in 1910. It was inspired by the desire to recognise the contributions of fathers in a similar way to Mother’s Day. 

In the Catholic tradition, Father’s Day holds a deeper spiritual connection. It reflects the values of love, guidance, and protection—qualities we see in St Joseph, the earthly father of Jesus. St Joseph is a model of humility, strength, and faith, and is often honoured as the patron saint of fathers. His example reminds us of the quiet, steadfast support that many fathers and father-figures provide in our homes, schools, and communities. 

At St Joseph’s, we give thanks for the fathers and father-figures who nurture, guide, and support our students every day. Whether through a kind word, a helping hand, or simply being present, their influence is deeply valued. 

We wish all our dads, grandads, uncles, and special role models a joyful and blessed Father’s Day. May your day be filled with love, appreciation, and the warmth of family. 

Learning at St Joeys

From the Year 4 - 6 Classroom

English

This term in English, Year 4 students are exploring newspaper reports and news reporting. They are learning to distinguish between subjective language, which expresses opinions and feelings, and objective language, which presents factual information. Students are analysing how texts across different curriculum areas use specific language features and follow distinct structural patterns depending on their purpose. As part of their digital literacy development, they are identifying text navigation features in online news articles, such as headlines, hyperlinks, graphics, and layout elements that enhance readability. Through reading and responding to literary and factual texts, students are describing how text structures and language choices influence meaning and impact. They are also applying comprehension strategies, including visualising, predicting, connecting, summarising, monitoring, and questioning—to build literal and inferred understanding, expand topic knowledge, and evaluate the effectiveness of texts.  

Year 5 students are investigating newspaper reports and news reporting, focusing on how to present information clearly and persuasively. They are learning to move beyond simple statements by considering differing viewpoints and referencing authoritative sources. Students are exploring how spoken, written, and multimodal texts use specific language features and follow organisational structures suited to their purpose. They are developing an understanding of text cohesion, using sentence and paragraph openings to guide readers and highlight key messages. As they respond to literary texts, students are learning to present opinions using appropriate terminology related to literary devices, text structures, and language features, while also reflecting on others’ perspectives. They will plan, create, edit, and publish a range of written and multimodal texts—including informative, and persuasive pieces—using expanded noun groups, technical vocabulary, text connectives, and correct punctuation, including dialogue. 

Year 6 students are exploring newspaper reports and news reporting, with a focus on how texts represent ideas and events. They are learning to identify the use of objective and subjective language, and how bias can influence the way information is presented. Students are examining texts and how authors adapt text structures and language features to suit different purposes. Through analysis of media texts, students are considering how context shapes meaning and influences audience perception. They are also learning to evaluate how text structures and language features work together to engage and persuade readers. This unit encourages students to think critically about the information they consume and create, while building skills in reading, writing, and responding to texts in both print and digital formats. 

Mathematics

This term in Maths, Year 4 students have completed units on Statistics and Fractions. In Statistics, they conducted investigations by collecting data through surveys and other methods, using digital tools to record and display data. They represented information using many-to-one pictographs, column graphs, and other visualisations, and analysed the effectiveness of these displays in showing data distributions and variation. In Fractions, students explored equivalent representations using related denominators, made connections between fractions and decimals, and practiced counting with mixed numerals. They also learned to locate and represent fractions on number lines, building strong foundational number sense. 

Year 5 students have completed units on Statistics and Fractions. In Statistics, they acquired and validated data using spreadsheets and other digital tools, exploring nominal and ordinal variables. They interpreted line graphs to understand changes over time and discussed data distributions, including mode and shape. In Fractions, students compared and ordered fractions with related denominators, including mixed numerals, and represented them on number lines. They explored percentages as part of a whole, connecting them to fractions and decimals. 

Year 6 students have completed units on Statistics and Fractions and Percentages. They have collected and validated data using digital tools, including spreadsheets, and represented it using a variety of graphs. Students interpreted line graphs to explore changes over time and analysed data distributions, discussing mode and the shape of the data. In Fractions, they compared and ordered fractions with related denominators, including mixed numerals, and represented them on number lines. They also investigated percentages, recognising 100% as a whole and connecting percentages to their fraction and decimal equivalents, strengthening their understanding of proportional reasoning. 

Religion

This term in Religious Education, students have continued their work on Christian meditation, focusing on stillness, reflection, and connection with God. Alongside this, they have explored titles and images for Jesus that reveal his relationship with God, such as Son of God, Messiah, and Saviour. Students examined how Jesus is seen as the fulfilment of Old Testament prophecies, deepening their understanding of his role in Christian belief. Through scripture, discussion, and creative activities, students reflected on how different titles and representations of Jesus express his divine nature and mission. This unit supported students in developing spiritual awareness and theological understanding, while encouraging respectful dialogue and personal reflection. 

HaSS

This term in HASS, students have undertaken an in-depth exploration of the Australian Government. They investigated the systems and structures that shape our democracy, including the roles of local, state, and federal governments, and how laws are made and upheld. Students examined how citizens participate in decision-making and how government decisions impact communities. As part of their learning, they created informative posters showcasing key aspects of Australia’s political system, demonstrating their understanding of democratic values, responsibilities, and processes. This unit supported students in developing critical thinking, research, and communication skills, while aligning with curriculum goals that encourage understanding of civic institutions, governance, and active citizenship. Through discussion and creative tasks, students gained a deeper appreciation of how Australia's government functions and how they, as young citizens, can engage with it meaningfully. 

Science

This term in Science, students are investigating electrical circuits and the transfer and transformation of energy. They are exploring the roles of circuit components, insulators, and conductors, and how energy moves through different systems. Students are learning to pose investigable questions, make reasoned predictions, and identify patterns and relationships. They are using a range of equipment and digital tools to observe, measure, and record data with precision. These investigations help students develop scientific thinking and inquiry skills while deepening their understanding of how energy works in everyday technologies. 

Health

This term in Health, students have completed a unit on making healthy and safe choices and have begun their Respectful Relationships Education (RRE) unit. They have explored how behaviours influence health, safety, relationships, and wellbeing, and investigated different sources of health information to support informed decision-making. Students have analysed and rehearsed protective behaviours and help-seeking strategies for both online and offline situations. Through discussion and role-play, they are developing confidence in recognising unsafe situations and responding appropriately. These lessons support students in building resilience, respectful relationships, and lifelong skills for personal and community wellbeing. 

Design Technologies

This term in Design Technology, students have explored eco-living by designing off-the-grid, environmentally friendly houses. They considered how electrical energy can be transformed into movement, sound, or light within sustainable systems. Students examined how designers balance competing factors, including sustainability, when creating products and environments. Using a range of materials, components, tools, and techniques, they safely constructed house plans that reflect thoughtful design choices. This unit encouraged creativity, problem-solving, and environmental awareness, while building practical skills in planning and making designed solutions that respond to real-world challenges. 

The GOSSIP - Student Newspaper

From the PEN

St Joseph's PEN will be catering the Neon Disco, and we extend our sincere thanks to the Tara Futures Group for their continued support in inviting us to do so.

We kindly ask parents who are available to assist on the night—whether it's setting up, serving, or packing up—to lend a hand.

If you're able to help, please contact the office.

This event is always a great success and a lot of fun, and we look forward to another fantastic evening together!

From the Parish

St Mary Of The Angels - Tara

Mass Times

Tara: Sunday: 9am

on the 1st & 3rd Sunday of the month

Meandarra: Sunday: 11am

on the 3rd Sunday of the month

St Joseph's Student Recognition

Silver Award

Joseph Cole, Eleanore Aylott and Jaycob deBoeck

Bronze Award

Alex Hyde, Kadence McGill, Emily Walsh and Tori Evans

Certificates of Recognition

Week 7 - Addison Hockley-Black, Amarra Barnes, Elijah Velez, Meliaceae Hockley-Black, Deakin Cole, Donnie Alonso Field.

Week 8 - Dekota Walker

From the Administration Officers

Monthly customer statements have been issued via email Monday, 01 Sep. If you did not receive a statement, this indicates that your account currently has a nil balance. Refunds from the Year 4-6 Camp have been processed and added to accounts. Please note that amounts shown in brackets represent a credit/deposit.

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/Customer Code eg. TRA1234             

*Centrelink Centrepay Deduction Payments can be made fortnightly or monthly.

The School’s CRN: 555075545A 

*Direct Debit: Forms are available in the office. Please see me or call the office.

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

Term Dates

2025

Term 1 2025 – Wed 29 Jan (Public Hol 26 Jan) - Fri 04 April

Term 2 2025 – (Easter Monday, 21 Apr) Wed 23 Apr - Fri 27 Jun

Term 3 2025 - Tue 15 Jul - Fri 19 Sep

Term 4 2025 - Tue 07 Oct (Kings B'day 06 OCT) - Fri 05 Dec

Professional Development and Planning Days (previously called Pupil Free Days)

• Wednesday, 22 January - Friday, 24 January 2025 - Professional Development
• Tuesday, 28 January 2025 - Planning Day
• Tuesday, 22 April 2025 - Planning Day
• Monday, 14 July 2025 - Planning Day
  
• Wednesday, 30 July 2025 - Bishops Inservice Day (BID)
  
• Friday, 5 September 2025 - Consistency of Teacher Judgement (CTJ)

Public holidays

• Australia Day public holiday – Monday, 27 January 2025
• Easter – Friday, 18 April – Monday, 21 April 2025
• Anzac Day – Friday, 25 April 2025
• Labour Day – Monday, 5 May 2025
• Tara Show Holiday - Monday, 11 August 2025
• King’s Birthday – Monday, 6 October 2025

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