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- PRINCIPAL'S MESSAGE
- DEPUTY PRINCIPAL
- ASSISTANT TO THE PRINCIPAL PRIMARY
- ASSISTANT TO THE PRINCIPAL FORMATION & IDENTITY
- SchoolTV
- STUDENT ABSENCES
- AN EASTER BREAK WITH A DIFFERENCE
- ANZAC DAY
- ONLINE SCHOOLING
- SCHOOL LIFE
- HOW's YOUR WELLBEING ?
- WHERE ARE THEY NOW? PAST STUDENTS OF ST JOSEPH'S SCHOOL
- SPORT and PHYSICAL EDUCATION
- A TIME TO REFLECT
- SCHOOL BANKING - Important Notice
- COMMUNITY NOTICES
Recently the staff analysed and implemented key messages from an article by leading educational expert, Dr John Hattie, tilted, Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not.
Hattie has these key messages for teachers and parents:
- Do not panic if our kids miss 10 or so weeks (research shows that this length of missed time has a minimal effect on learning)
- It is not the time in class, but what we do in the time we have, that matters
- Make sure to provide opportunities to learn what students do not know and do not engage them in “busy work”
- Worry more about subjects in which parents have the least skill and about subjects and tasks where parents make kids skill and drill and lose the thrill (especially math).
In terms of advancing learning, a vital factor is knowing where students are now and where they need to go next. In their planning and teaching, teachers are setting activities and collecting feedback to identify what students know (and don’t know) in order to guide students to what they need to learn next (and how to do it). Further, teachers need to ensure that students at home engage in the optimal tasks; not just busy tasks, not just projects that keep them entertained, not boring repetitive activities, that is, tasks that focus on where they need to go next.
From a learning@home point of view, your role as a parent or caregiver helping to foster learning is to create routines for learning and allow your children to not know. There is no point having kids learn stuff they already know, not knowing is a sign of readiness and excitement for learning. The climate of the learning@home matters. It should be one of high expectations and high levels of communication (talk, talk, talk, listen, listen, listen). It needs to allow for errors and mistakes as opportunities to learn, not opportunities to do it again with the hope that the second time it will magically become right. Any learning should include opportunities for students to give feedback about their learning and to receive feedback about where to go next.
Remember, if students get stuck, do not know what to do next, or make errors, parents and caregivers are not expected to know about the errors or what best to do next. At this stage, it is vital that the teachers are informed and guide those next steps. If your children don’t know, make sure you contact your children’s teachers as soon as possible.
Another very important role of parents and caregivers is to encourage kids to read, read, read and also talk about their reading, so the story is important, the vocabulary is stretched, and then simultaneously, keep teaching the skills of reading to make reading pleasurable. Reading at home is so essential to learning.
For more specialised subjects like maths and science, parents and caregivers are not expected to be experts, leave it to the teachers. Help more in those subjects you are familiar with.
Finally, Hattie makes the point that we need to be doubly concerned about those students who most need teacher expertise—those from homes where parents and caregivers are least likely to be teachers, students with special needs who require specialised instruction, those who already do not like learning at school, and those who come to school primarily to be with their friends (for them learning alone is a killer). In this respect, teachers are conscious of who these students are, the requirement to cater the learning for them and the need to regularly communicate with them. Again, two-way communication between teachers and parents and caregivers is vital here for successful learning.
God Bless
In terms of structuring the day during online learning, students and parents are encouraged to set up a daily timetable to enable students to manage their workload and time efficiently. Students need to balance their online learning schedule check in's with teachers with the weekly activities issued through the class OneNote's. Parents and students are encouraged to find a balance that allows students to work effectively during the day, ensuring they have regular breaks and minimise extended screen time. If you need support with how to do this effectively, please do not hesitate to get in touch.
I want to thank all teachers, parents and students for your patience in this transition to online learning. Moving forward, OneNote and the associated digital tools that students and teachers are using will become an integral part of the digital pedagogy focus for our school. The digital infrastructure that we have developed and are using to support online learning will still have a vital role to play in supporting student learning outside of the classroom, even when we return to normal schooling in the future.
As we progress through the next few weeks, please ensure you encourage your child to interact with the teachers as much as possible through the learning process. Teachers are available during the school day to assist students with questions and concerns, and to provide feedback on work. Students are encouraged to seek support through email, Teams chats or through the OneNote’s.
As parents, I encourage you to contact the school if you need any support through the period of learning at home.
Matthew Brown
Deputy Principal
ASSISTANT TO THE PRINCIPAL PRIMARY
Welcome to Term 2 and a learning environment that looks very different to what we have experienced before.
I would like to thank the teachers sincerely for all the work they did in preparation for moving to Learning@Home. It was not an easy transition and much time and effort went into ensuring that the learning of our students could be maintained. Since Term 2 started, that work has continued and has included supervising classes as well as the use of technology to contact students and provide them with the opportunity to interact with their classmates in learning conversations. At school we have had anywhere between 35 and 60 students each day and classes have continued for these students. The school officers – Miss Badcock, Mrs Wilson, Mrs Barker, Miss Grasso and our SBA student Lara Beckett - have been invaluable in the support they have offered the students and the teachers during this time. Parents have also played a huge part in the success of the past two weeks and the teachers on the Primary Campus would like to thank you all for your support. In our weekly staff meeting, we reflected on the positive way in which parents have embraced the current situation despite perhaps feeling anxious. We sensed this in some conversations early in Week 1 but as the days have passed, that feeling doesn’t seem so prevalent. If of course you are experiencing any difficulties with the Learning@Home program, I do encourage you to contact me or the class teacher.
The number of photographs and emails we have received throughout these two weeks has reinforced to us the multiple ways in which children learn when they are not at school. From cooking, to constructing with Lego, to describing the seasons by looking at the trees, to playing board games, there are so many possibilities for the children to be involved in learning opportunities – sometimes without even realising. I look forward to being able to share these photographs with you in future editions of the Primary Campus newsletter.
All parents will be aware that we are adopting the research and practices around Visible Learning in order to develop more independent learners who are resilient in the face of challenge. You may have already had a conversation with your child about their understanding of the Learning Pit. In essence, the pit describes our feelings and thoughts as we are challenged by learning experiences and the skills and resources we would use to get out. The quickest way to move beyond the pit is to jump over it ie. for someone to provide the answer to the challenge for us. However, this does not promote effective learning. When faced with such a situation, children - and adults - will gain more from the experience if they are involved in 'productive struggle' - that is, the inner-self talk, trialling different scenarios, looking for resources to assist them, verbalising their thinking, reflecting on previous experiences etc. As teachers, we have had to learn not to provide answers too quickly but instead to ask questions such as, "Why do you think that?", "Have you thought about ....?", "What strategies have you tried?" and "What might happen if you did .....?". In this period of learning at home, we would encourage parents not to be too quick to provide answers. Whilst you may not feel comfortable with this, it is what the children are familiar with at school and it is going to help to build successful, independent and resilient learners now and in the future. Also, do not be preoccupied by the need for the work to be ‘perfect’. We ask the children to try to do better than they did last time and in that way, the focus in on individual growth, not perfection. Let them make mistakes because learning from mistakes is very impactful.
God’s blessings.
Sarah Yates
Assistant to the Principal Primary
ASSISTANT TO THE PRINCIPAL FORMATION & IDENTITY
The Resurrection and COVID-19 Pandemic
Although our Easter celebrations for this year were different for all, the key message of the resurrection of Jesus Christ remains at the heart of this season. Yet celebrating the joy and hope of this event seems almost difficult in light of what is taking place around the world at present.
Yet it is this very hope of what lies ahead, this hope that life will prevail, and this hope for a brighter future for humanity, that we all anticipate. As we become more empathetic to the needs of those around us, more patient and more present, may we, this Easter season “find new ways of loving generously and responding in hope through our faith” (Rachel McLean).
The Real Superheroes
2000 years ago, a man with superpowers healed the blind and cured the incurable. He died for us on Good Friday.
Today, women and men, young and old are dealing with a disease unlike anything they have ever seen. In these countries, people like you and me, are being superheroes for those who are suffering.
I give thanks for courageous doctors, nurses, cleaners, cooks, teachers, parents and carers. I pray for those who are sick, those who have died and those who have lost loved ones.
I ask for the strength to love without fear and to hope without doubt. During this Easter Season, I pray for peace and healing.
We ask this prayer, through our risen Christ, Amen.
from
Sharon O’Keeffe
Director Identity and Outreach
Catholic Education of Cairns
Megan Mahoney
Assistant to the Principal Formation & Identity
SPECIAL REPORT: Wellbeing - Checklist for Primary
Whilst most children are resilient and seem to be demonstrating a remarkable capacity to manage during this challenging time, others are not faring as well. Some are experiencing a variety of emotions ranging from fear to anxiety, all of which are considered normal or natural responses to this current situation.
However, despite this, it is still important for adult carers to remain vigilant for any signs of unusual distress or behaviour, even though your child may not have any prior history of a mental health disorder.
It was estimated that one in seven Australasian children experienced a mental health issue before the Coronavirus pandemic, therefore early intervention, diagnosis and treatment is even more important now. In the current climate, one useful thing you can do is help your child focus on the things that they can control –– such as their learning, diet, exercise and sleep.
In this Special Report, adult carers will be provided with a checklist that can be used a guide in determining if there is any cause for concern. We hope you take time to reflect on the information offered in this Special Report, and as always, we welcome your feedback.
If you do have any concerns about the wellbeing of your child, please contact the school for further information or seek medical or professional help.
Here is the link to your special Primary report https://stjosephs.qld.schooltv.me/wellbeing_news/special-report-wellbeing-checklist-primary
SPECIAL REPORT: Wellbeing - Checklist for Secondary
The global pandemic is having a profound impact on our adolescents with many being forced to miss out on so many rites of passage. Some are becoming more anxious or depressed which is completely understandable given the current situation. However, should your teen display any unusual behaviour that lasts for more than 2-3 weeks, it may be a cause for concern.
Research shows there are specific risk factors that increase the likelihood of teenagers developing a mental health problem. Some are set in stone, whilst others are modifiable. Adolescents are considered to be more at risk of anxiety and depression disorders which may affect their mood, thinking and behaviour. It can impact their ability to function and perform normal activities.
It is therefore vitally important for adult carers to remain vigilant during this time for any signs of distress, even though your adolescent may not have any prior history of a mental health disorder. Early intervention, diagnosis and treatment is more important than ever. In the current climate, one useful thing you can do is help your teen focus on the things that they can control –– such as their learning, diet, exercise and sleep.
In this Special Report, adult carers will be provided with a checklist that can be used a guide in determining if there is any cause for concern. We hope you take time to reflect on the information offered in this Special Report, and as always, we welcome your feedback.
If you do have any concerns about the wellbeing of your child, please contact the school for further information or seek medical or professional help.
Here is the link to your special Secondary report https://stjosephs.qld.schooltv.me/wellbeing_news/special-report-wellbeing-checklist-secondary
Please note that ALL students absences are to be phoned through to 4681 5900 or by emailing stanthorpe@twb.catholic.edu.au.
This should be done in preference to individual staff emails.
AN EASTER BREAK WITH A DIFFERENCE
Whilst we would normally spend the two-week Easter Break enjoying Easter celebrations with our extended families, travelling to visit loved ones and possibly overindulging in chocolate and delicious food, this year was certainly different.
People and families found creative ways to continue to celebrate and connect with their families and loved ones during this time. From virtual Easter egg hunts and Zoom conferences with loved ones, Easter was still celebrated – all be it, a little different.
Keeping in mind the importance of the Easter season, our Easter Reflections table in the Office is a reminder that our Easter journey continues. The colourfully decorated eggs are displayed as a symbol of hope and resurrection. This will be displayed in our office for the full duration of the Easter season which commenced on Easter Sunday and continues for 50 days, until the holy day of Pentecost. It is a time filled with hope and promise, as we reflect on the Holy Spirit who guides us as followers of Christ.
Instead of the annual parade through town where our students proudly march in honour of the sacrifices our Anzacs made for us, families and students participated in the making of Anzac biscuits, the making of poppies and wreaths and most importantly, taking a moment to reflect.
The most important thing is that together, our students remembered our pledge as a nation, Lest we Forget.
In the weeks since the first outbreak of Covid-19, our students and staff have accomplished amazing things to keep students learning while they transition to remote learning.
Students have embraced online learning from home and for those students who are still attending school, they too are enjoying the new way of learning during this challenging time.
"It’s definitely a different approach to learning by working at home. It is challenging but with the help from our teachers, we will all work through this to the best of our ability". – Hamish Organ, Year 6
During this time, teachers are making a concerted effort to maintain regular contact with students via email and face to face on video linkups. This is an essential part of the program. They are also committed to contact with all families.
In the next few days the school will send out a survey to families seeking feedback about how learning@home is working for your children. Please take a few minutes to complete the survey. This will inform our practices.
Also a reminder to families that the school is open to children of essential workers and vulnerable children. An essential worker is effectively anyone who is working. If you are having difficulties juggling work and learning@home your children are welcome to attend school. Further, if you are having difficulties generally, Please contact the school to discuss options to help, including sending your children to school.
We also encourage you to contact the class teachers with any queries or concerns about the learning program. If you or your children don't understand the curriculum set, for example, the content or how to do or interpret a task, contact your teacher immediately.
Lastly, we encourage all those who are home schooling to send in your photos - photos of you learning, learning from home. The photos we have seen to date have been awesome - we've seen students cooking, creating, playing, working on their farm and photos with their pets. Please email any photo you have onto your teachers - Keep them coming - we LOVE seeing your photos !
During this difficult and uncertain time, a daily Prayer and Reflection will be posted to the St Joseph’s School Facebook page every day. It is hoped that these selections can provide time to pause in the busyness of our day and a reason to recognise all the good we do have in our lives.
Whilst learning at school at the moment may be a little different from the normal every day school life, students are still dilligently working, learning and enjoying a different range of activities.
We've seen students enjoying making and eating fairy bread, relaxing and participating in yoga, playing dodgeball and most importantly, learning.
WHERE ARE THEY NOW? PAST STUDENTS OF ST JOSEPH'S SCHOOL
Hundreds of past students of St Joseph’s School are scattered throughout Australia and around the world, working across every industry. We’re proud of our past students and their achievements – big and small. In future newsletters, we will be highlighting a past student and sharing what they have been up to since leaving the Joey's gates.
JOHN LEONARDI
What year did you graduate?
1991
What were your favourite subjects at St Joseph’s School?
Math and Shop A
Can you tell us about your time at St Joseph’s School? Is there anything you especially remember?
I remember how the trends changed in the same way that they do today, but instead of Tic Tok’s and Snap Chat it was Tennis and Basketball.
I remember getting the “cuts” on quite a few occasions! I deserved it most times, but still have fond memories of Mr Kerwin and the teachers that had to put up with me because it was evident that they just wanted the best for us. I remember Mr Kerwin taking all the students that didn’t get to go to year 10 camp to Boonoo Boonoo National Park.
What has been your journey since finishing school? Briefly outline your career path and what you are doing now. Have you always wanted to pursue the kind of career you have embarked on?
I have always been interested in computers & IT. I was lucky enough to grow up in an era where computers were relatively new. I have seen the progress that has been made and it gives me such a great appreciation of the technology that we now have available to us every minute of every day.
I started working in the IT industry in 1993. Though I enjoyed my job I could see that working for someone else, whilst providing some security, was holding me back. So, in 2005 I left the security of having a pay check each week and "Informed IT" was born. It was a lot of 15 hour days, seven days a week at first, but as time went on, the business grew, enabling us to hire staff and grow further. We currently are a team of five engineers servicing clients all over Australia from Perth in WA, to Lockhart River in far north QLD and everything in-between.
What do you believe St Joseph’s School has shown you/given you as a person?
Although I am certain that the majority of my teachers would probably not have described me as a well behaved student, I feel the best lesson of all from my time at St Joseph’s would be respect.
What piece of advice would you have for current students at St Joseph’s School?
Find something that you love doing and make that your career. Don’t worry about what other people think if you believe in what you are doing. Don’t think that you deserve anything throughout your life without earning it.
If you commit to something, give it 100%.
As life as we know it changes and physical interaction is limited, being active is more important than ever.
Great to see our students enjoy a good old competiton of Dodge Ball with Mr Cook and Mr Steele - the students had a "ball" !
The thoughts below are from Pope Francis, his homily from Mass he celebrated last week on April 19 on the feast of Divine Mercy:-
"Now while we are looking ahead to a slow and arduous recovery from the pandemic, there is a danger that we will forget those who are left behind. The risk is that we may then be struck by an even worse virus, that of selfish indifference," he said.
The COVID-19 pandemic "reminds us that there are no differences or borders between those who suffer," he said. "We are all frail, all equal, all precious."
"May we be profoundly shaken by what is happening all around us: the time has come to eliminate inequalities, to heal the injustice that is undermining the health of the entire human family," the pope urged.
"Let us welcome this time of trial as an opportunity to prepare for our collective future," the pope said, because without a vision that embraces everyone, "there will be no future for anyone."
"Let us show mercy to those who are most vulnerable for only in this way will we build a new world," he said.
https://www.ncronline.org/news/vatican/francis-chronicles/now-time-build-new-world-without-inequality-injustice-pope-says
My prayer for all of you is from St. Theresa of Avila:
“Let nothing disturb you, nothing frighten you,
all things are passing, God’s love is unwavering.
Patience gains all,
nothing is lacking to those who have God.
God alone is sufficient.”
SCHOOL BANKING - Important Notice
The health, safety and wellbeing of our communities and our people remains our highest priority. Due to the ongoing uncertainty surrounding coronavirus, the School Banking program will remain on hold. We will continue to monitor the situation and keep you informed with any updates including how we will be managing Dollarmite tokens for students.
In the meantime, here are some handy online resources for parents who wish to maintain momentum with their child’s financial education:
- Start Smart: these resources have been created to improve children’s money management skills, and is aligned to the Australian Curriculum and the National Consumer Financial Literacy Framework.
- The Beanstalk: offers videos and fun activities for children to learn about money.