Week 10 Term 3 Newsletter

FROM THE PRINCIPAL’S DESK

Dear Parents, caregivers and friends,

When an emergency happens, we are always heartbroken to see the tragedy unfold, with communities affected doing all they can to survive.

In the last fortnight, we have seen not one, but two devastating emergencies occur. On Sunday, disaster unfolded in Morocco after a deadly earthquake destroyed homes and tore families apart. Around 2 million people, including more than 600,000 children, live in the areas that experienced the strongest impacts of the earthquake, and where the likelihood of damage and casualties is highest.

As the situation in Morocco worsened, tragic flooding occurred in Libya last Monday, affecting thousands more families and children.

Storm Daniel swept through northeastern Libya where approximately 664,000 people — including more than 280,000 children — live. The torrential rainfall and high wind speed caused two dams to collapse, leading to extreme flooding in nearby towns, damaging critical infrastructure like hospitals and schools, and resulting in the loss of innocent lives.

Many charitable agencies have been called upon to respond. What can you do to offer support? Perhaps you are able to respond by donating to the relief efforts. Pope Francis has issued an urgent please for us to extend a helping hand. Every little donation helps.

See Unicef Australia or Caritas. 

CALENDAR EVENTS

HAPPY HOLIDAYS

As we approach another successful term's end, I sincerely appreciate your support and commitment to preparing your children for each school day and thank our families for your support of our endeavours at school over the last term.  I wish you all a happy, safe, and restful holiday break and look forward to continuing our journey of education and growth together.

School will resume for Term 4 on Monday 9th October.

TERM 4 DATES

CLASS ARRANGEMENTS FOR THE COMING YEAR

Planning for the coming school year will commence early Term 4 and involve considerations for student class placement. One complex process involves assigning students to classes. Many factors need to be taken into consideration including:

• the student’s intellectual, social, emotional, and behavioural developmental levels & needs
• the student’s physical and social maturity
• the student’s interactions with other students
• the age of the student
• the “social dynamics” factors within the class
• clustering of children with exceptionalities
• learning support needs
• the male/female balance in each class
• the balance of leaders in each class
• the number of years the student has been with the teacher
• student friendships

If there are any special considerations or concerns that parents/carers feel the school should take into consideration, please put them in writing and send them to school no later than Monday 30th October. Letters should be addressed ‘Attention: Jacqueline Wilkinson’ and marked ‘Confidential’.

Please note, this is not the opportunity to request friendship groupings or specific teachers for your child. While all requests will be noted and discussed, final decisions on placements will be made following careful consultation with teachers. Information provided after 30th October will not be considered and parents should not assume that previous requests or communication will suffice, as situations do change over time.

ENROLMENTS 2024

If you know that your child will not be returning to St Patrick’s in 2024, would you please notify the school, in writing, as we require this information to assist with our planning for the new school year. 

ORGANISATION & MANAGEMENT

All children need to be in full summer school uniform for the beginning of Term 4. All shirts worn by boys and girls are to display the school emblem. Shirts are available from Ken Lane Menswear Maitland.

I take this opportunity to thank parents who have shown a sincere commitment to meeting our school’s high uniform standards. Your support is appreciated.

One area of focus is the post-holiday haircut. Please remember that radical haircuts are not permitted at St Patrick’s. Extreme cuts including undercuts and designs are to be reserved for the Christmas school holiday period, when they can be grown out, before the new year starts. I remind parents that many specific styles, including mullets and long fringes, despite their recent popularity, are not practical or appropriate for school.

Hair needs to be neat and tidy at all times and must remain a reasonably natural colour and style. 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.  These are also available for purchase on QkR.

Shoes- Correct footwear is to be worn all term. Parents are asked to ensure that correct school shoes are worn with the summer uniform. JOGGERS ARE NOT ACCEPTABLE and should not be worn as a substitute.

The school hat, available from the school office, is an essential part of the school uniform. Please ensure your child has their hat and brings it to school every day to allow participation in outdoor events and activities.

PASTORAL CARE AT ST PATRICK’S

Pastoral Care Workers (often called Wellbeing Officers or Chaplains) support the emotional wellbeing of students by providing pastoral care services and strategies of the broader school community. Within the context of Maitland Newcastle Diocese, Pastoral Care Workers affirm the Catholic culture, identity and mission of the school and provide Pastoral Care through the lens of Catholic Social Teaching.

Mrs Lucy Sneesby-Tooth was engaged to fulfill this role in our school and worked directly with students who were recommended for social and emotional support at St Patrick’s. Unfortunately, Lucy made the decision to leave our school and we no longer have a pastoral care worker in this role. Efforts will be made to attract a suitable replacement for 2024.

GOVERNANCE MATTERS

MOBILE PHONE USE

Many of our older children bring mobile phones to school. While the school discourages primary school aged children from having mobile phones, we understand some children require them for messages and safety after school. If your child does have a mobile phone, it must be delivered to the school office in the note bag each morning for safe keeping. If you have an urgent message for your child, we encourage you to ring the school office and the message will be passed on.

ATTENDANCE

Updates are due for your compass app. When you process the update it will then provide you with an alert of any unexplained absences for your child for the year. Please update your child’s unexplained absences in the Compass app if they are less then 7 days ago. If the absences is more then 7 days ago please email the admin office admin@lochinvarsp.catholic.edu.au or phone to have this absence updated by our admin staff.

SAFEGUARDING at St Patrick’s means...

The Catholic Schools Office promotes an absolute commitment to the safety, welfare and wellbeing of all children, particularly those attending the Catholic schools of the Diocese of Maitland-Newcastle.

Our school is committed to fostering a community of safety and care. We acknowledge the legal, moral and spiritual responsibilities to care for and uphold the dignity and rights of children, young people and vulnerable adults.

“Protecting children is one of our most sacred trusts.”
(Bishop Bill Wright, 2012)

CURRICULUM NEWS

LIBRARY

CLASSROOM NEWS

KINDER EXCURSION

YEAR 1 NEWS

YEAR 3 MATHS

YEAR 5 TERM WRAP UP

SPORTS UNIFORM DAYS FOR TERM 4

SHAMROCK UPDATE! 

I extend grateful thanks to Mrs Lisa Lane and Mrs Meredith Searle for taking responsibility for the management of the Shamrock initiative at St Patrick’s.  

Over the course of this term, teachers have issued many shamrocks across years K-6. As a result, Mrs Lane and Mrs Searle have issued many certificates, in line with our Positive Behaviours for Learning initiative.  

Please see the results below, which show a summary of shamrocks earned by each colour house this term.  

It is a close race this week between 3 houses!

In 3^rd place with 145 Mackillop

In 2^nd place with 146 Murray

In 1^st place with 150 Dirkin

PEER SUPPORT

PEER SUPPORT FRAMEWORK AT ST PATRICK’S LOCHINVAR

Peer Support groups at St Patrick’s Lochinvar commenced this week for students in Years 3-6. Our Peer Support structure is as follows:

• Peer Support groups based on St Patrick’s colour houses
• Operates from Years 3-6
• Groups are vertically aligned- made up of members from all grades from Year 3 through to Year 6
• Peer Support groups are led by Year 6 students
• Groups meet each fortnight on a Monday- 1pm- 1:30pm (even weeks)
• In the odd fortnight (odd weeks) where groups are not meeting, Year 6 are guided by their teachers on the next session to lead
• The content for group sessions will be around the ‘Making Jesus Real’ focus linked to the MJR scope and sequence
• Structured designated topics will be raised at various times in Peer Support groups to establish student feedback
• Teachers from 3-6 will be allocated a house colour and will be actively supervising during the Peer Support groups:

Year 3- Murray house
Year 4- Tenison house
Year 5- MacKillop house
Year 6- Dirkin house

Philosophy of Peer Support:

St Patrick’s Lochinvar endeavours to create a nurturing and caring environment where students feel supported, valued, and empowered to live out their faith by helping and uplifting their peers. Our Peer Support programme offers the following opportunities:

• Children and young people helping and supporting each other
• Support being offered in a planned and structured way
• Supporters that are trained to fulfill their role

Aims of Peer Support:

The aims of Peer Support at St Patrick’s Lochinvar:

• nurturing peer relationships and positive connection
• promote student participation, voice, choice and influence
• teach and develop leadership skills
• empower students to take on leadership roles
• learn and practice transferable social and emotional skills
• provide positive peer influences and increase self-esteem and self-acceptance
• assist with anti-bullying
• promoting inclusivity
• assist with transition

Peer Support Pillars:

1. Catholic Values and Virtues: The peer support philosophy is built upon core Catholic values and virtues such as love, kindness, humility, forgiveness, and service to others. This reflects that we are a Making Jesus Real (MJR) school.  Students are encouraged to embody these values in their interactions with peers.
2. Prayer and Reflection: Prayer and reflection is integrated into the peer support framework. Students are encouraged to pray for their peers, reflect on their own actions, and seek guidance from their faith when supporting others.
3. Community Building: The peer support program aims to create a strong sense of community within the school. Students are encouraged to see each other as part of a larger family and to support and care for one another.
4. Compassion and Empathy: Students are taught to understand and empathise with the challenges and struggles that their peers may face. They are encouraged to show compassion and offer a helping hand to those in need.
5. Inclusivity: The peer support philosophy emphasizes the importance of inclusivity, ensuring that no student feels left out or excluded. Students are taught to embrace diversity and to appreciate the unique qualities of each individual.
6. Active Listening and Communication: The Peer support program emphasises the skill of active listening. Students are taught to genuinely listen to their peers, understand their feelings, and offer meaningful responses and advice.
7. Conflict Resolution: The Catholic faith teaches the importance of resolving conflicts in a peaceful and respectful manner. Peer support initiatives equip students with conflict resolution skills, enabling them to address disagreements and differences constructively, with an emphasis on restoring relationships.
8. Service Projects: Engaging in service projects and acts of charity are key components of the peer support program. Students work together to help those in need, both within the school community and beyond.
9. Role Models and Leadership: Older students serve as role models and mentors for younger students, guiding them in their personal and academic journeys. This promotes a sense of responsibility and leadership among the student body.

Peer Support dates for the remainder of 2023:

Term 4, Week 1- 9/10/23             Year 6 training
Term 4, Week 2- 16/10/23           Peer Support groups operating
Term 4, Week 3- 23/10/23           Year 6 training
Term 4, Week 4- 30/10/23           Peer Support groups operating
Term 4, Week 5- 6/11/23             Year 6 training
Term 4, Week 6- 13/11/23           Peer Support groups operating
Term 4, Week 7- 20/11/23           Year 6 training
Term 4, Week 8- 27/11/23           Peer Support groups operating
Term 4, Week 9- 4/12/23             Year 6 training
Term 4, Week 10- 11/12/23        Peer Support groups operating

MJR Scope and Sequence and focus for Peer Support sessions:

TERM 4

Week 1-2             Have a go!            
Week 3-4             Be a Diffuser, not an Escalator      
Week 5-6             Resilience            
Week 7-8             Forgiveness       
Week 9-10          Blamers and Claimers    

Feedback from students following our first Peer Support session:

Rei S- For me, Peer Support was great. People were engaged and well organised. Everyone shared interesting hobbies and everyone helped each other.

Erin K- As a Peer Support leader, teaching children in my group was fun, challenging and overall, a great opportunity and experience. It was a great way to learn with a partner and to interact and teach younger children.

Joshua B- I enjoyed Peer Support because everyone was well behaved and nice and the children were engaged. I also got to know children in other grades, so Peer Support helps me socially.

Maddie A- I think being able to have this opportunity to be a Peer Support Leader is super exciting. I get to meet new people, learn new things and get a glimpse of teaching.

Jaxon H- I found that Peer Support was well organised and that everyone was focussed and ready to listen. I found that all people in my group were kind and had similar interests.

Kaitlyn B- I enjoyed getting to teach and interact with new people.

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YEAR 6 COLLABORATIVE LEARNING

In Year 6 in Term 3 we have enjoyed engaging in collaborative learning as a whole grade. This has enabled the students to work cooperatively in groups and to be more responsible for their learning. It has also given students an opportunity to experience the teaching styles of the entire Year 6 team, which is a great way for them to prepare for High School.

We have studied the plight of refugees in HSIE and English and learnt basic notes on the recorder.

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