Welcome to the second newsletter of the year. The students, staff and families have more than settled into the routines and expectations for the new year and the core business of learning is well and truly underway. In this newsletter we celebrate the launch of our wellbeing framework in the community update, discuss the Pastoral Care Team in the Student Welfare Update and unpack the different student clubs and projects we hope to implement this year in the Student Voice Update.
School Priorities 2020
We had a really positive evening at the Meet the Teacher parent information evening last Friday. It is wonderful to have a chance to meet and greet so many parents as we begin our partnerships as educators of your child for another year While each teacher discussed and provided letters that outline the learning in each classroom for the term, I took the opportunity to present the school improvement priorities for 2020.
Over the coming weeks, I will be unpacking some of these priorities in my Principal Reports and update the parent community on how we are taking steps to make these priorities a reality throughout the year.
Student Leadership 2020
Year 6 Leaders
At our Opening School Mass we had the important responsibility of commissioning our student leadership team for 2020. Students were elected and announced at the end of 2019 and the Opening School Mass was their first official role in their respective leadership roles. It is an important tradition that we ask parents to present and pin the badges on their children as a shared undertaking of the responsibilities of this role. Congratulations to our leadership team for 2020
Student Leaders- Ethan Cerniauskas Lachlan Gough Lara McKelvey Elyssia Smith
- Dominic/Gold James Doherty Curtis Mulherin
- Patrick/Green Tilsen Trotter Zeph Burns
- MacKillop/Blue Treston Ellis Isaac Scott
Environmental Leaders Katelyn Anderson, Mace Heffernan
Service Leaders Hayley Hong, Byron Logan
Library Leaders Angel Harris Claire Jenkins
Year 5 Leaders
Every year, we provide opportunity for our Year 5 students to experience student leadership as part of our leadership-building program. The students who are interested in this role for a semester nominate for selection. We are proud to acknowledge that we had a huge amount of nominations and it was then left to staff to discuss and elect the Year 5 leaders for Semester 1 2020.
Congratulations to Emily Tucker, Lucy Gallagher, Samuel Gough and Tayne Douglas who proudly received their badges today at the Friday Awards Assembly.
In the Student Voice section of this newsletter, we will outline the new direction we hope to implement in the student leadership roles in 2020.
Social Media Policy
We are about to embark on utilising our Facebook page again (it has been in hiatus over the summer break and awaiting updated photo permissions before we start again). As part of our schools use of Social Media as well as the general use of Social Media by individual community members, we are bound by the CSO Social Media policy with regard to references to Corpus Christi Waratah. Firstly, I wish to note that as a rule we have experienced nothing but positive interaction on our school Facebook page and have no cause for alarm in any other aspect of Facebook. However, I am obliged to remind all community members of the key aspects of this policy. It is important to note that while the school uses Facebook specifically, the policy and all aspects of it applies to all online social media and sharing platforms.
Posts/ News Feed/Tweets
The CSO and/or school will delete a comment on its own pages (and instruct the same deletion from any private news feed)if it contains:
- Hate speech
- Profanity, obscenity or vulgarity
- Nudity in profile pictures associated with the school name
- Defamation to a person or people
- Name calling and/or personal attacks
- Identifies a staff member, student or anyone affiliated with the CSO by name in a negative or defamatory way
- Reveals confidential information
- Comments whose main purpose are to sell a product
- Comments that infringe on copyrights
- Spam comments, such as the same comment posted repeatedly on a profile
Many of the staff members are Facebook users and may interact with the page as well. Naturally, they will want to tag, comment and share with their own networks to celebrate the community they work in. It is strongly recommended that staff members are not Facebook friends with parents and carers of their school community unless a strong friendship/association already exists.We hope parents understand the wisdom in this, and while you may see staff members on the page, you recognise why we will not be able to accept any friendship requests for this reason.
Other pages/groups associated with the school
We understand that there may be times where groups of parents form a private page that includes the parents of the class. I must remind the managers of these groups that use of school images or symbols on these pages is not allowed. For example, the use of an image with students in it can be a lovely group cover page BUT you do not have the right to share that image on Facebook without the express permission of every parent of every child within that photo. The same applies to sharing photos of staff members and even school logos. The use of imagery in this way is often innocently done, so i take this opportunity to simply point it out and ask if there are uses of the school images or symbols on any of these pages, that they be changed. It should be noted that this is applicable to private groups as well.
Similarly, in order for us to use any photo on Facebook, we must have Level 3 Photo Permission registered on our database. An opportunity to update your child photo permissions was sent home in Week 2.
Thank you to parents who have finalised the photo permissions for the year, we have updated our data base with your preferences and are committed to adhering to this at all opportunities. Please inform us if we make any error and it will be rectified immediately. A reminder that parents who have not returned a specific request for a particular Photo Permission Level will be added to the Level 3 Permissions that is assumed by the enrolment form (unless otherwise notified)
Photo Permission Levels are:
- In school circulation
Class level and School Assemblies sharing and liturgies
- Limited circulation
Class and School Level sharing and liturgies PLUS Newsletters (password protected)and Annual School Magazine and handbooks
- Public Circulation
|Class and School Level sharing and liturgies,Newsletters (password protected)and Annual School Magazine and handbooks PLUS
School Website, System managed Social Media Pages, Newspapers and Promotional Pamphlets
I do not wish for my child to have his/her photograph taken or be included for any of the purposes listed above
I invite parents to take the time to read the remaining articles in this newsletter as we continue to work towards and celebrate great learning at Corpus Christi, Waratah.
Have a great two weeks,
Belonging, Respect and Pride – Uniform at Corpus Christi
Linking the School Uniform to Our Mission and Positive Behaviours
Our mission statement promotes a sense of standing together. Our uniform ensures that we stand together as one community.
Our PBL school expectations ask us to Be Safe, Be Respectful and Be a Community. Wearing our school uniform is a sign of respect to our community and the school traditions. It is an important symbol of belonging. Certain elements of our school uniform provide us with safety. For example; sensible shoes that protect and support our feet and our school hats that protect us from the sun. Additionally, wearing our school uniform when on an excursion has the safety benefit of identification.
Concerns about Uniforms
At Corpus Christi, we acknowledge that some uniform items present particular challenges to some students whether that be due to age or a particular condition for that student. At such times, parents are invited to contact the school to negotiate alternate options for their child. This DOES NOT then give precedent to their peers to wear that same option. Our uniform policy is the starting point and the expectation, any negotiated exceptions do not then become the rule or common practise.
Where can we get Uniform Items?
The Uniform Shop is located in the Passive Play room beneath the hall and adjacent to the Undercroft area. It is open every Friday 8:30am to 9:00am .
Orders and payments can be made through the office at school during the week or by email. (firstname.lastname@example.org). Payment is expected before or at the time of pick up.
Many of the uniform items have our school logo and the particular cut or material is specific to our school uniform. For this reason we ask that families utilise the uniform shop for all items despite similar (but ultimately different) generic items available in the big clothing stores. A pre-loved clothing pool will also be operational on uniform items suitable for reuse.
Some particular points
HAIR - Hair needs to be neat and tidy at all times. Hair MUST be worn away from the face and eyes. ANY hair with the potential to hang in the eyes MUST be tied back or clipped back. Any hair accessories used MUST be in the school colours and allow a hat to be worn as necessary.
Hair must remain a reasonably natural colour and style. Patterned or designer razor cuts may seem a fun idea for holidays but once back at school these are expected to be grown out. For safety reasons alone, NO form of a rat’s tail is permissible.
JEWELLERY AND ACCESSORIES - Essential, simple jewellery can be worn. For example, only one set of earrings (Studs or sleepers) and a watch. Only Plain wrist bangles or flat signet rings permitted. The only permissible necklace is one of significant sentimental value or a religious icon. These MUST be worn underneath the uniform. Coloured nail polish is NOT to be worn and students will be asked to remove it. No make -up is allowed.
We thank parents for their ongoing support with the school uniform that enables us to stand tall and proud as a community.
Pastoral Care Team.
Over the last few months, we have continually addressed the Whole School Wellbeing Framework which integrates significant resources within the school for the explicit teaching and promotion of student and community wellbeing.
In focusing on the physical resources, we perhaps have not actually looked at the human resources. Now is the time to do so. We have the very great opportunity this year to take the opportunity to form a Pastoral Care Team that encompasses the many staff members and roles that are committed to the ongoing wellbeing of all our students. While technically, student wellbeing is the number 1 priority of everyone in our community, the Pastoral Care Team have this specifically n their role description.
Our Pastoral Care team is made up of the Learning Support Teacher, School Councillor, Pastoral Care Worker, an Executive Member, Learning Support Assistants and the Classroom teacher of the student for whom specific pastoral care is being sought. If you imagine the two sides of pastoral care in the school as the following diagram.
We are currently developing some procedures in support of the Pastoral Care Team roles and who parents might contact if they have specific concerns and how parents might seek support.
Parents are invited to contact the classroom teacher if they wish to seek specific pastoral care support for their child. From this point of contact, the teacher will guide parents in completing a nomination (or complete one on their behalf) will be made to the team and a plan to respond and support will be made. These supports may involve any number of the resources and one (sometimes more than one) of the team members.
Teachers can also nominate a student that is facing challenges int he classroom context (that a parent may not yet be aware of). However, in doing so, the parents will be involved in the conversation.
We will continue to use our whole school wellbeing framework to explicitly unpack, teach and celebrate the different aspects of wellbeing to the whole student body. This is proven to enhance wellbeing across a community.
When things are a little more tough than normal, our commitment is to put pastoral care supports in place that are sustainable. These supports may be in the form of:
- 1 on 1 work with a member of the team, each who have a different role and would be selected for the purpose.
- Small group workshops developing a specific set of skills and understanding that would assist int he situation
- In class support
- Project work - working side by side on a task outside the realms of the classroom that may be causing stress.
- Other intervention supports
As situations are resolved and/or processed, we seek to move from these specific, intensive supports to the whole school wide supports.
This year, we are planning provide our students with a greater role as student leaders by conducting regular Student Parliament sittings convened by the Assistant Principal. The different student leaders are in charge of different portfolios as their leadership role describes. (see diagram below).
The discussions and comments from the parliament are then reported to the Principal in a regular meeting with the student leaders. This also forms the content of the Student Voice in this newsletter. The idea being that the students have the structure, the process and the opportunity to have their voice in the school and comes with a commitment from the staff to genuinely listen to their thoughts and ideas. We have yet to finalise the full process of the the parliament itself but envision the parliament to be similar to the following diagram.
Student Clubs and Projects
We have some exciting initiatives we hope to launch and run this year with the assistant of the different student leadership roles and supervising teachers. The aim is to raise the profile of the student involvement in different clubs and projects throughout the year. While these clubs and projects will evolve in time, the following are the ones we have set ourselves to provide this year.
School Parliament - As outlined above and led by the 4 elected Student leaders. The main role of the parliament is to coordinate all the different student initiatives but with an over-arching task of student wellbeing. Supervising teacher will be the Assistant Principal
Sports Club - This group will meet on Wednesdays and will be led by the Sport leaders. This meeting will be an opportunity for sports leaders to stock take the sports cupboard, blow up the balls and maybe even rotate the sports equipment available in the cupboard. Supervising teacher will Mrs Kuterovac
Eco Warriors - This group/ project will gather each Monday and Friday at Recess time. Much like the Mini-Vinnies group, the eco warriors (led by the Environmental Leaders) will be open to students from Year 2 up who are committed to raise the ecological awareness and commitment to reducing our energy consumption and waste production.Supervising Teacher - Mrs Karen Chapman
Mini Vinnies -This group/ project will meet periodically on Tuesdays. The Mini Vinnies (led by the Service Leaders) is already embedded in our school and one that is integral to offering students an opportunity to do something about the injustices they see in the world they live in. Supervising Teacher - Mrs Stamp
Offline Social Club - This group will meet in the Library during lunch on Mondays and/or Fridays for some structured pursuits such as mind-fullness, craft, board games, lego/connex, music etc. The focus of the social pursuits will rotate throughout the terms. Lunch clubs seek to provide a calming focus for student seeking a quieter space to pursue and share their hobbies and interests. We are proposing that the Library Leaders assist with the promotion and support of the Social Club as part of their role. Supervising Staff - Miss King
This coming week marks the beginning of Lent. Lent, like Advent just before Christmas is a time of reflection and preparation. It’s a time when we get ready for the events of Holy week.
The day before lent is Shrove Tuesday or pancake Tuesday. Our school Mini Vinnies team will be selling pancakes at school.
So why is called Pancake Tuesday? Eggs and fat were once forbidden during the 40-day Lenten fast, so on Shrove Tuesday, the day before Lent, Irish bakers would make pancakes to use up their stores of those ingredients.
Thanks to Mrs Stamp and the Mini Vinnies team and the many parents who have donated the pancakes. Bring on the yummy pancakes.
The Season of Lent
The word season has many meanings, and each tells us something about what Lent can and should mean for us.
It means, first of all, one of the four seasons of the year. This year Ash Wednesday, the beginning of Lent, falls on Wednesday 26th February. Lent ends at Holy Thursday, the beginning of the Easter Triduum (Holy Thursday, Good Friday and Easter).
But season also means “a time of year when something is best." And season used as a verb (“to season”) means to heighten the flavour of food by adding condiments and other spices.
All of these meanings can help us to grasp the deeper meaning of Lent. First of all, to approach Easter—the most significant feast of our faith and of the Church year—we need to prepare ourselves as we do for any major celebration or event.
The tradition of marking the forehead with ashes on Ash Wednesday can be traced back to the ancient Jewish action of dusting oneself with ash as a sign of repentance and mourning for wrongful actions. It was a public declaration of the acknowledgement of the wrong and the commitment to turn one’s life around and try not to make the same mistake again.
It still remains a public declaration that during the period of Lent those who wear the cross of ash are going to attempt to turn around their lives and re-focus themselves more fully on God. The children will receive the ashes in class on Wednesday. Their teachers will mark the cross with the words Turn Back to God.
Lent is always a good time to get to confession, especially if you have been avoiding this sacrament. What about simply looking at your own temperament and asking, “In my relationships with others, have I been getting moody this past year?” What about determining to treat others at work or in the family with more kindness, considerateness and awareness of their feelings?
“We are so blessed with our faith. We know the answers to the most important questions of life: Why are we here on earth? What’s my purpose and what has God called me to do? Am I doing what I know I should be doing? Lent is a perfect season to take stock of our lives and show the Lord we are grateful for the gift of faith.” (Friar Jim Van Vurst, O.F.M.)
For the Children
What’s around the Corner?
Children have begun work on the EASTER LITURGY. To be held over two days this liturgy will retrace the events of Holy Week, the Life, the Death and the Resurrection of Jesus.
Put the dates in your calendars
Wednesday 8th April: Easter Journey
SCENE 1: Palm Sunday – Kindergarten (Hosanna Here Comes Jesus)
SCENE 2: Washing Feet -Year 3 (Called To Serve)
SCENE 3: Eucharist – Year 4 (In Memory Of Me)
SCENE 4: Garden – Year 2 (In The Garden)
SCENE 5: Trial / Arrest – Year 6 (That We Might Live)
SCENE 6: Crucifixion & Tomb – Year 5 (At The Tomb)
Thursday 9th April: Resurrection
SCENE 7: Resurrection – Year 1 (Alle, Alleluia)
Religious Education Coordinator
In NSW the Australian curriculum is being implemented through syllabuses developed by the NSW Education Standards Authority (NESA). NESA has developed a new Personal Development, Health and Physical Education (PDHPE) syllabus for Kindergarten to Year 10. The new syllabus includes Australian curriculum content and further detail that clarifies learning.
Personal development, health and physical education focuses on encouraging students to think critically, solve problems and make informed decisions related to health, safety, wellbeing and physical activity.
According to the NSW Education Standards Authority (NESA), students are expected to participate in PDHPE for:
- between 1.5 and 2.5 hours per week in Kindergarten to Year 6.
Students will learn about a range of health, safety, wellbeing and physical education
concepts. The new PDHPE syllabus consists of three new content strands. These are:
1. Health, Wellbeing and Relationships:
Students in Years K–6 will learn about personal identity, growth and development, emotional responses, respectful and inclusive relationships, seeking help, protective actions.
2. Movement Skill and Performance
Students in Years K–6 will learn about fundamental and specialised movement skills.
3. Healthy, Safe and Active Lifestyles
Students in Years K–6 will learn about nutrition, mental wellbeing, personal safety, health and fitness.
These strands reinforce the importance of lifelong physical activity and positive health habits, equipping students with the skills to manage their health in an informed and purposeful manner.
• Students will also explore the interrelationship between health, safety, wellbeing and participation in physical activity.
• Students are also provided with opportunities to participate in a range of physical activities:
- rhythmic and expressive movement, eg tai chi, yoga
- individual/group/team physical activities, eg fitness activities, games and sports
- initiative/challenge physical activities, eg solving a movement challenge
- lifelong physical activities, eg leisure activities.
• Students have the opportunity to develop, strengthen and refine skills across three domains:
- Self-management, eg decision-making and problem-solving
- Interpersonal, eg communication, leadership and advocacy
- Movement, eg health and fitness enhancing movement.
The content is organised around five propositions, the most notable being the move to a strengths-based approach. The propositions are:
- Take a strengths-based approach;
- Value movement;
- Focus on educative purposes;
- Include a critical inquiry approach; and
- Develop health literacy.
The PDHPE K–10 syllabus is inclusive of the learning needs of all students. Students with special education needs can access the PDHPE K–10 Syllabus outcomes and
content in a range of ways, including:
• with adjustments to teaching learning and/or assessment activities; or
• through selected syllabus outcomes and content appropriate to their learning needs; or
• syllabus outcomes from an earlier Stage, using age-appropriate content.
What is your Wellbeing Superpower?
While our launch of the Whole School Wellbeing Framework was dampened by the long awaited rain on our parched, drought-ridden soil, it did not dampen the spirits of the many superheros seen wondering the grounds of Corpus Christi on the 7th February.
The tabloid activities that were planned for the day by Year 6 have been postponed until later in the term (possible the Cross Country event), the students still completed activities in class focusing on understanding emotions, responding to strengths and embracing our weaknesses as challenges. Every superhero deserves the chance to fly and we had a great time playing with green screen technology to capture some Hollywood magic.
Next week, each student will get their own superhero photo to bring home next week but we have included a selection for families to explore in the gallery below. A huge thank to Mr Marc Hattam from the CSO learning Technologies Team who worked as our special effects phtographer for the day. Such great fun!!!
Our Wellbeing Framework is now being unpacked week by week. Over the last two weeks we have looked at "Believe in yourself" and "Your Attitude is Contagious". We will move to the BE SAFE focus over the next few weeks and then onto BE RESPECTFUL towards the end of term.
Cold Crunch Cafe is looking at changing management.
Congratulations to the following students who have been recognised for great learning, awesome achievements, impressive improvements and stand out moments.
All parents are welcome at our Awards Assembly on Friday Mornings from 8.50am but if you are unable to atend, watch this space for when learning that is great.