5 "Must Knows" from this week's newsletter
|Frequently asked Question.||Item||Brief Description||Further Information Located in.|
|How does our school uniform meet the requirements of the CSO Uniform Policy?||Survey Data and Uniform Action Plan||I present the results of the recent uniform survey to embed a short option for all genders in the summer uniform. I outline an action plan as a result of the data trends in the survey.||Principals Report|
|What do I do if?||Housekeeping Brochure and Complaints and Concerns Brochure||Two important brochures we share with the community twice a year. These outline how the different day to day processes are managed at school and the avenues to register any concerns or complaints||Upcoming Events and Reminders|
|How can I talk safely to my child about the ongoing COVID impact?||Helping your child cope with the uncertainty of COVID 19||A very helpful article about the the ongoing impact of COVID especially with the recent resurgence.||Wellbeing|
|When will we be billed for Term 3 School Fees and when are they due?||Term 3 School Fees and Payment Schedule||WE outline the Term 3 school fees billing process and the timeline to settle these accounts between now and the end of the year.||Upcoming Events and Reminders|
|Who are the Year 5 leader for Semester2?||Welcome Year 5 Leaders||The Student Leadership team welcomes the new Year 5 leaders into the role and asks some questions about their view on leadership.||Student Voice|
This week I want to recap the frameworks we use in our school to explicitly focus on positive behaviours and community wellbeing.
Essentially in both Behaviour Management and Wellbeing, we are challenged to be proactive and positive in the first instance while having systems in place to respond to the negative behaviours if they arise (like the Anti-Bullying procedures discussed in the the last newsletter). It is important that in providing parent information regarding how we respond to negative behaviours, that we also provide the positive-based frameworks on which we build those responses. In our school these are the PBL and the Whole School Wellbeing Framework.
The principle behind PBL - Positive Behaviour for Learning (Behaviour Management) is to flip the focus away from responding to negative behaviours to the explicit teaching and promoting of the positive behaviours we expect. This then becomes the focus of time and effort in behaviour management. It does not mean we ignore the negative, it simply means we use a proactive, positive starting point.
The principle of the school's approach to wellbeing via the Whole School Wellbeing Framework is in a similar mode. We start by explicitly teaching and promoting the skills, mindsets and understandings to promote and maintain positive individual and community wellbeing. It does not mean we do not have the processes in place to respond to those instances when wellbeing is particularly at risk and have specific support personnel and programs to do this. It just means that we look at it from a proactive, tiered level response which I want to outline for you now.
Tier 1 is the universal approach to wellbeing that is aimed at all students and community members, all of the time. In focusing on Tier 1, the language and skills we then implement in Tier 2 and 3 are not unfamiliar. The importance of articulating and raising awareness of mental health and wellbeing is well documented. Tier 2 can be accessed in the form of a targeted response. Many Tier 2 targeted interventions are temporary and can be short, sharp programs that address an immediate challenge or particular event causing grief or stress. Finally, Tier 3 represents the Individual Interventions we implement to support students struggling to embed the practices that maintain their ongoing wellbeing.
In a somewhat similar way, the personnel we have here at school parallels these Tiers. Tier 1 is supported and driven by all staff especially teaching staff within the classroom curriculum, Tier 2 seeks support from specialist staff such as our Learning Support Teacher, Pastoral Care Worker and on occasions the School Councillor. Tier 3 interventions are implemented by the School Councillor and can sometimes incorporate external supports as well.
An interesting note is that this same tiered model can be applied to behaviour managemnt PBL) within the school and to Learning within the classroom. In fact, the tiered model of support is applied across many care based situations as well, especially in health and aged care. So it is a universal model adapted to suit our conceptual understanding of wellbeing processes in our school.
I spoke about the wellbeing at the start of the year and do so now because I feel we are at the mid point (or close enough). I have attached the parent articulation of the Framework for your reference, given that it has been 6 months. It is what I spoke about in February. Perhaps it is timely to read it again in light of the three tiered approach outlined above.
EXCITING TIMES - SUMMER UNIFORM SURVEY FEEDBACK AND ACTION PLAN
AS outlined in the last newsletter, our school has sought community feedback regarding a proposal to embed a short option for girls in our Summer Uniform range (we already have one in both the sports and winter unifroms)
We are seeking this change in the summer so that we can align our uniform policy and options with the following requirement.
"provide uniform options, including shorts and pants, in all uniform categories for all students, regardless of gender."
Over the last two weeks, parents were asked to take the time to read and consider two proposals and to complete the survey link that was provided. That survey is now closed. We receivedd 65 responses from a possible 123 families (53% return). I have attached the full report on the quantitative data at the bottomm of this article for those interested but I will outline a summary below.
- 62% of the parent responses opted to continue with Proposal 1 which was to offer the tunic and the grey short/shirt option to all students for them to choose and select the uniform option that they prefer – essentially giving girls the choice to wear shorts.
- This still leaves 38% wanting to overhaul the girls uniform altogether but those stats will make the criteria to enforce such a change and process very difficult. A second survey, more specific in design and costings of such a process, needs to gain at least a 60% majority from a 75% return rate. Given what we know in this initial survey, it is more reasonable to conclude we have the support to proceed with Option 1.
- The quantitative data (comments offered) showed a similar trend. I sorted through the comments as either validating support for Option 1, Option 2, No Comment and Other suggestions. The distribution of the 64 comments contributed to the survey are in the table below.
|Option 1||Option 2||No Comment||Other Suggestions|
- When asked to consider the necessity of specific sizes for girls in terms of shorts; 52 % suggested we have female sizing for the older girls only when body shape becomes specifically female, 33% saying they should be girls sizing for all sizes, only 15% saying we should ignore the girls sizing issue altogether.
- Those stats change to a greater support for having female sizing for all girls when considering the grey pants in the winter option when the shirt is tucked in. (45%, 40% and 15% respectively).
- Proceed with embedding the two options for all students in the summer uniform regardless of gender.
- Allow for female sizing shorts from Size 10 for girls to opt for if their body shape changes to suit this more. These can be source independently.
- These options must maintain the colour and outward style (including length) of the existing short.
- Uniform Shop to explore options to source a female specific pant style (still consistent in the grey colour) for the winter season that allows for the shirt to be tucked in, making the waistline visible.
Resulting Changes in Uniform
Please note that uniform options will no longer be defined as boys or girls. Put simply, we will have two options in each season to be accessed by all students.
As always these changes, even though they are reasonably minor will be transitioned in over three years. The options will be available as of the start of our summer uniform season that should begin at the end of this term. Effectively, the only thing to transition "out" is the green pants that have been worn to date as an option for the girls in winter. These are able to be worn during the transition period and only replaced with the new grey option once the students grow out of them, or by the end of 2022 - whichever comes first.
I want to thank the community for their feedback regarding this important change in our school uniform. As with anything, there are valid points raised on both sides of any decision. I have appreciated the feedback and insights parents offered in the survey. While I realise the current action plan does not align with everybody's preferences, I do feel it aligns with the majority. We rely on that data in trusting we are making the best decision for the whole school community.
FYI Actual Survey Data link is below.
Have a great two weeks,
As you would know we are modifying the usual school fee billing practices due to the delay brought about by the COVID pandemic. We would normally have finalised Term 2 fees by now and currently seeking the Term 3 Fees. However, we billed the Term 2 fees later than normal and at the time, we did not put a due date on them to allow parents the flexibility to adapt budgeting as needed. Now we reach a point where we must bill for Term 3 as well and will do so next week (usually issued at the start of Term 3 and due by now).
We appreciate things may be getting confusing so we have tried to set out a clear pathway for parents to plan to finalise these accounts within reasonable time frames between now and the end of the school year.
|Issued||Please settle this balance by||Overdue|
|Term 1 Fees||Week 2 Term 1||Should already be Settled||Reminders as of the start of this Term.|
|Term 2 Fees||Week 6 Term 2||
Week 10 Term 3 (25th September)
|Reminders and Follow to begin in Week 1 Term 4|
|Term 3 Fees||Week 5 Term 3||Week 4 Term 4 (6th October)||Reminders and Follow up to begin immediately|
- Given the end of year book keeping that is necessary in the school, we have always aimed to settled accounts sooner than this but we have established this temporary time frame with respect to the impact of the COVID pandemic.
- Just to confirm, we do not issue Term 4 fees, having spread the costings across the first 3 terms. This allows the 4th Term to be free from new charges and allowing us to follow up on outstanding balances.
- Please note that if you are paying via direct debit, the table above and the due dates do not apply and the bill you receive next week will be for your information on how that is proceeding. Those families will simply need to be sure that the direct debit that continues up until the end of the year will be sufficient enough to square the balance owed.
As with any organisation, a school relies on all members of the community to support the processes and procedures that are in place for the successful running of the school day to day. As we are close to the midpoint of the year and in light of a return to school to routines following the COVID period, it is timely to focus on these processes yet again. I have included the attached housekeeping brochure which summarises some of those key processes parents might engage with during the year. We appreciate parent support to ensure consistent responses and processes so that the logistics of managing an organisation are efficient and sustainable. The brochure includes the following information
- Notification of Absences
- Communication at School
- Money at School
- Raising Concerns
- Medication at School
- School Uniform Notifications
- Afternoon Dismissal
- Bike and Scooter Safety
Complaints and Concerns
While never ideal, the pathway for parents to raise concerns and complaints is a necessary part of any organisation and so to is the communication of that pathway to the community. It is important that if there is something causing concern for your family, that you are comfortable in raising these at the appropriate level. The attached document is a brochure that is available at the school office and is shared with the community every 6 months. It unpacks the pathways that are accessible to parents should they have concerns or complaints. The main principle being that we can seek to understand and resolve these through open communication and mutual understanding. This is our commitment to you.
Reading: 1 Cor 15:20-26
As members of Christ all people will be raised, Christ first, and after him all who belong to him. Christ has been raised from the dead, the first-fruits of all who have fallen asleep. Death came through one man and in the same way the resurrection of the dead has come through one man. Just as all men die in Adam, so all men will be brought to life in Christ; but all of them in their proper order; Christ as the first-fruits and then, after the coming of Christ, those who belong to him. After that will come the end, when he hands over the kingdom to God the Father, having done away with every sovereignty, authority and power. For he must be king until he has put all his enemies under his feet and the last of the enemies to be destroyed is death, for everything is to be put under his feet the last of the enemies to be destroyed is death, for everything is to be put under his feet.
Feast Day of the Assumption of Mary
The Assumption of Mary is the celebration that God assumed the Virgin Mary into Heaven following her death. In the Catholic church, the Assumption is a major feast day, commonly celebrated on 15 August.
The main idea running through this week's reading is this is that in bringing about the promised salvation God exalts the lowly and puts down the mighty. Mary dwells upon her lowly social status and marginalised situation.
In this message lies great hope for us all and is a reminder that no matter our income, social status, the car we drive or the suburb we live, we are all equal in God's eyes.
In a world that is increasingly materialistic and selfish, it's more important than ever, that we take time daily to reflect on how much we have and beYou can’t substitute material things for love or friendship or a sense of community.
If God has chosen Mary who was poor and of low status, to be mother of the Messiah, has ‘exalted’ her in this way, this has clearly shown God to be on the side of the poor and lowly, rather than the rich and powerful.
When you only define yourself with your money and material things, you would most likely attract gold diggers and inauthenticity.
It is a matter of realizing that your happiness does not depend on your ownership of things. They help you in your journey but they are not the journey itself. In some cases it may not be all that we want, but we must remember someone somewhere is dreaming to have what you have.
God seems to show particular care for the poor, the hungry and the weak. Of course God loves everyone. But maybe the rich and the powerful sometimes think that they don’t need God – that they can take care of themselves. But no matter how rich or powerful we are, we are nothing without God.
A Prayer for Inner Peace....
Friday 28 August 2020
Catholic Mission continues to support hundreds of missionary partners around the world, providing practical and pastoral support to some of the world’s least fortunate communities. This year’s Catholic Mission resources for schools focus on providing support to children and young adults affected by land mines in Cambodia.
Mission Day is coming up soon. Please note this date in your calendar. More details will follow soon. We are planning an exciting day for our students with a Richards Cootes performance and Covid Friendly Mission Day Stalls.
Learning Intentions, Success Criteria and the Big Five Questions.
Corpus Christi is a proud Catholic School, our Dominican charism permeates throughout the school. Similarly, is our desire and quest to equip our students with every opportunity to experience educational success.
One goal, of our new three-year Strategic Plan, aligns the school in our aspiration to build capacity; building the capacity of the staff to support and lead student learning.
Professional development has been provided for the staff at CCW in the benefits of Learning Intentions and success criteria in lessons. Both Learning Intentions and Success Criteria are crucial for clarity in learning.
"For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about what is being learnt, and how they should go about it. When learning and the path towards it are clear, research shows that there a number of important shifts for students. Their motivation improves, they stay on-task, their behaviour improves and they are able to take more responsibility for their learning." Absolum, M. (2006). 'Clarity in the Classroom'.
Lessons begin with clear Learning Intentions, directly derived from the curriculum, unpacked and co constructed with the children to create Success Criteria that helps them meet expectations and goals. With this overarching framework in lessons students are better equipped to answer our 5 Big Questions in lessons.
“How are you going?”
“How do you know?”
“How can you improve?”
“Where can you go for help?”
These five questions with a slight adaptation, are a valuable tool for Parents and caregivers as well. Referencing these questions of an afternoon will give greater insight into what the children are learning and doing in class. Below are the five questions you can ask your child.
- What did you learn today?
- How did you do?
- What did you do if you didn’t understand?
- How can you improve on your learning?
- What are you most proud of?
The learning intention for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to
- understand; and
- be able to do
When students know the learning intention of a lesson, they
- are helped to focus on the purpose of the activity, rather than simply completing the activity;
- know where to focus their efforts - ie which part of the activity actually encompasses the learning;
- are more likely to stay 'on task' and less likely to be confused or distracted;
- can take more responsibility for learning.
Focusing on the learning - the skills, knowledge and understanding - rather than on the context has the advantage of making it more likely that students will be able to transfer their learning from one context to another.
Unpacking the Learning intention and allowing the student opportunity to co-construct a success criteria provides the children with the necessary steps to work towards achieving the learning intention. This ensures that the students have the same idea as their teacher in what is going on in the classroom, and what they should be learning as a result of doing. Many students are not going to know this unless it is clearly signposted.
Learning Intentions, Success Criteria and the 5 Big Questions provide this direction and clarity in the classroom.
Hoping all is well with you.
In the last newsletter I provided a resource from the Good Grief organisation related to self-care and wellbeing in times of uncertainty. Here we are a few weeks on, and we continue to be impacted by the COVID-19 pandemic. Just as we begin to return to some of the things that we know well and are accustomed to, they change again quickly and unpredictably.
In our normal day to day living we make numerous decisions knowing that the outcome is uncertain. In fact, we have been living with uncertainty all our lives. The current circumstances related to the COVID-19 pandemic are unique to our time because of the immense scale of the problem and its far-reaching consequences. The School Counselling Team at the CSO has put together the following information to help you and your children cope with and respond to the changes that we are currently being faced with.
New Year 5 Leaders
At school this week, our Year 5 Semester 1 Leaders have passed on their responsibilities to a new group of children. Meen Thondok, Cooper Giggins, Iyla Chandler and Alice Spadari have all been chosen to continue the role of Leadership for the rest of the year.
We would like to thank the Year 5 Semester 1 Leaders for their terrific work helping the school and being someone to look up to for the younger students. You have been wonderful role models for all. We look forward to working with the new leaders.
We asked the new leaders some questions about themselves.
||Year 5 Leaders Semester 2||
2. How will you act when people look up to you?
|I am inspired by my brother to be a leader. It feels so much to me. I am a leader even if I don't have a badge.||I will go up to little kids and tell them to sit with us. Like yesterday a boy was on his own and Aziz and i were offering for him to sit with us but he said no. I would do that on a daily basis and if kids are sad i will help them, calm them down and cheering them up. And if that can't happen it will be necessary to tell the teacher. When kids look up to me I want to teach them that my attitude is worth catching.|
|I want to help the school out.||I would always help anyone who needs help.|
|The reason I want to be a good leader is that I love helping people and I don't want them to be scared of older children.||When people look up to me I'd be proud and happy that they trust me.|
|I want to help younger and older kids to become great people as they leave the school.||To be honest I am nervous but I will try to be the best example I can for others.|
Hope everyone had a good week
Year Six Leaders
Dominican Charism - Well and truly lived at Corpus Christi Waratah.
Last week the school was more alive than ever in our Dominican Charism in the lead up to St Domininc's feast day on the 8th August which is shared with St Mary's of the Cross (MacKillop). It is important we continue to remember the founding values on which our school was built and the continuation of the Dominican Spirit. We may not be able to gather together in great events of celebration at the moment, but we can certainly do things together and contribute to great moments in learning. Thanks to the teaching team, the children for their participation and to Mrs York in her role as Religious Education Coordinator.
Littlescribe’s Mini-Writing Festival.
Corpus Christi Waratah was lucky enough to participate in a recent Mini-Writing Festival. The online platform enabled students at CCW to be able to listen and watch high quality authors talk about their writing. They also shared motivating ideas and ‘tricks’ of the trade that children can use in their own writing. Each day we zoomed to author with thousands of children form all over Australia. We could see them in their classrooms, and they could see us. What an amazing experience.
One of our parents, Katrina McKelvey, was one of the featured authors. On behalf of the school, I would like to pass on our congratulations to Katrina for her efforts in the Writing Festival and we would like to send out a sincere thank you to her allowing/gifting Corpus Christi with the opportunity to participate in the writing festival free of charge.
The children were a buzz with excitement and they children were so impressed with the writers and illustrators.
It was such a memorable experience in such a unique year of education.
Cold Crunch Cafe is looking to change Management
Reminder : Canteen is back
Canteen is operational again on its usual days of Monday, Tuesday, Thursday and Friday. With this current climate we have had to modify our operations and menu to make sure our volunteers and students are kept safe. We have reduced our menu and changed some options to pre-packaged foods only and while it does limit our options a little the Canteen Committee believes that this is the right step forward in the interim period. A few things we need to make you and the children aware of when placing orders to the canteen is:
- All money will be counted in the office so it important that students place their order into the basket at the start on the school day. This basket is kept just outside the Administration door.
- No serving of snacks will be done at lunchtime all snacks are to be included with the lunch order and will go out into the classroom baskets at lunch time.
- No volunteers will be going around with the basket to classes so again it is important the order is placed when the child walks into the school.
- The basket will be at the front of the office door to place lunch orders in.
- Any late orders will need to go to Mrs Bamford in the office not to the canteen.
REMINDER: All orders including icy cups, chips and muffins are to be placed together in the basket (outside the Administration door) first thing of a morning. The Canteen is CLOSED for serving at lunchtime. ORDERS ONLY. Thank you for your understanding.
If you have any questions or maybe even keen to offer a hand, (we are still on the lookout for more people to join the Canteen Committee for 2021) please feel to contact myself Jayne Gavenlock 0402 487 650.