Positive Behaviour for Learning (PBL)

Term 1 Week 10 of 10 – Tuesday 30th March 2021

Dear Parents, Carers & Students,

This term has been such a positive one for all our

students given the experience of lockdown last

year. We, as a staff, began the year by making a

concerted effort to enhance the relationship and

connectedness of our students to their teachers

and school. It looks like the effort made is certainly

paying off.

Next term will begin all too quickly and we want to

make the most of the time we have with your

children. There is only five hours of face to face

teaching time in a day. The effectiveness of that

teaching and learning time is impacted upon by

the preparedness of both teacher and student,

explicit teaching practice and an enthusiasm to

learn and experience success in that learning. A

healthy body allows one to have a healthy mind.

With the onset of winter, we ask that students are

rested well during the school week, dressed warmly

and have both a substantial breakfast and lunch so

that they have a great start to each day.

As we now turn out attention to Holy Week, I ask that

you, as parents, support your child in their faith

development by participating in all or at least some

of the Holy Week and Easter liturgies. They are all

filled with rituals, meanings and the story of us, as we

live out our lives in faith and through our faith.

On behalf of all the staff at Resurrection, I wish you

each a very happy and holy Easter.

With our warmest regards,

Des Noack

Principal

This Week’s Items

Positive Behaviour for Learning

Busy Box & Parent Helpers

Sacramental Dates

Term 2 Dates

Home Learning Policy

Term 2 Bell Times (Returning to single

timetable)

School Assembly Returns

Grade 6 Camp

Motivating Your Child for Excellence

Positive Behaviour

for Learning (PBL)

We are very excited to finally share with you the

values that have been chose to focus on here at

Resurrection. Just a reminder that the purpose of

introducing Positive Behaviour for Learning (PBL) is

to: Support all students to succeed socially,

emotionally and academically every day.

The values at Resurrection Primary School are…

Respectful

Responsible

Resilient These three values were voted highly in both the

parent survey and staff poll. The PBL team noted

that there is a nice connection in having three

values that start with a R as in the word Resurrection

there is also three letter Rs, making these values easy

for all to remember.

A Behaviour Matrix has been established to create

clear and achievable behaviour expectations

within a variety of areas throughout the school and

across all year levels. The Behaviour Matrix will

ensure that there is a consistent approach to

behaviour within the school. The draft of the

Behaviour Matrix has been included within this

newsletter for your reference. The Matrix is in draft

form so if you have any feedback or suggestions

please let us know via email at

[email protected]

The next stage in our PBL journey is to create

mascots that can be used to remember the values

of Respectful, Responsible and Resilient.

mailto:[email protected]

Each classroom will explore what a mascot is and

why they are used. We will then ask students who

are interested to enter a competition to create

mascots that can be used to market the PBL values

within the school. The student or students who

create the winning images will be awarded with $50

kids voucher that can be used at either Smiggle, JB-

Hi Fi, Rebel and many other stores. The lucky winner

or winners will also get the opportunity to work with

a graphic artist to turn their images into professional

artwork which will be used across the school as part

of the displays that will reinforce the positive

behaviours we are seeking to encourage and

develop as part of our learning behaviour.

We encourage all students to have a go and get

involved in the competition. Please note that

students can work independently, with their siblings,

or in a pair with a friend.

To ensure a fair process, all students interested in

entering, will be given a blank template to draw

their image on. Each entrant will be given a number

as we will not have student’s names attached to the

images to ensure that the voting on the image is

about the image and not who has drawn it.

Entries close on Friday 23rd April at 3:15 pm (Week 1

Term 2) and must be submitted to the office.

Once all entries have been received, the PBL team

will shortlist the entries. We look forward to sharing

the winning image with you next term.

Jess Davis

Deputy Principal: Wellbeing and School

Organisation

Busy Box & Parent

Helpers Course……

Thank you to the many parents who have registered

their names through the Operoo form sent out

several weeks ago to assist with either Busy Box or as

a Classroom Parent Helper.

The next step is to get you to participate in a Parent

Helper Course that will be offered twice at the start

of next term.

An Operoo form will be sent to the parents who

have registered their interest seeking a commitment

to one of the dates provided:

Monday 26th April from 9.00am till 10.00am, or

Monday 3rd May from 9.00am till 10.00am.

Busy Box & the Classroom Parent Helpers Program

will commence from Monday 10th May.

Sacramental Dates YEAR 6 SACRAMENT OF CONFIRMATION:

TERM 3

Grade 6A - Thursday 26th August, 6pm

Grade 6B - Friday 27th August, 6pm

Grade 6C - Friday 10th September, 6pm

YEAR 3 SACRAMENT OF FIRST RECONCILIATION:

TERM 4

Grade 3A - Tuesday 23rd November

Grade 3B - Wednesday 24th November

Grade 3C - Thursday 25th November

Further information will be sent to families whose

children are participating in the sacraments closer

to the date.

Step 2.

Mass of The Lords Supper

Thursday 1st April at 7.30pm

Step 3.

Stations of the Cross

Friday 2nd April at 10.00am

Step 4.

Celebration of the Lord’s Passion

Friday 2nd April at 3.00pm

Step 5.

Easter Vigil

Saturday 3rd April at 8.00pm

Step 6.

Easter Sunday

Sunday 4th April at 8.30am & 10.30am

Register your attendance

Bookings are essential for our Masses. To use the

online booking system we ask that you visit our

website.

https://www.resurrectionkingspark.org/ or

https://www.eventbrite.com.au/e/resurrection-

catholic-church-kings-park-tickets-128065763145

We are required to maintain attendance records

for contact tracing and to avoid turning

parishioners away at the church door when full

capacity is reached.

Livestream

The Easter Ceremonies will be live streamed. This

will enable families who can’t get to the

celebration to watch it from their home. Please visit

the website https://www.resurrectionkingspark.org/

Term 2 Dates Week 1 Monday: 19.04

o School resumes for all students

o School Assembly 2.30pm (Students Only)

Tuesday: 20.04

o

Wednesday: 21.04

o Staff Meeting 3.40pm- 5.00pm

o Parent Information Night for Sacrament of

First Eucharist (Grade 4 Parents & Students)

Thursday: 22.04

o

Friday: 23.04

o Beginning of Term Whole School Mass

(Grade 6 & School Captains presentation.

Mass to be live streamed.)

Sunday: 25.04

o ANZAC Day

Week 2 Monday: 26.04

o Parent Helper Course 9.00am till 10.00am


Tuesday: 27.04

o

Wednesday: 28.04


Thursday: 29.04

o

Friday: 30.04

o Class Mass – Grade 6’s

Saturday: 01.05

o Commitment Mass for Sacrament of

Eucharist (Grade 4 Parents & Students)

Sunday: 02.05




o Parent Helper Course 9.00am till 10.00am


Tuesday: 04.05

o

Wednesday: 05.05


Thursday: 06.05

o Mother’s Day Stall

Friday: 07.05


o Mother’s Day High Tea (2.00pm – 3.00pm)

Saturday: 09.05



Sunday: 09.05

o Mother’s Day



https://www.resurrectionkingspark.org/

https://www.eventbrite.com.au/e/resurrection-catholic-church-kings-park-tickets-128065763145

https://www.eventbrite.com.au/e/resurrection-catholic-church-kings-park-tickets-128065763145

https://www.resurrectionkingspark.org/


o Busy Box 8.45am till 9.45am

o School Assembly 2.30pm (Parents Invited)

Tuesday: 11.05

o NAPLAN – Grade 3 & 5

Wednesday: 12.05



Thursday: 13.05


Friday: 14.05

o 2020 Catch Up Prep Dinner (Current Gr. 1

Parents)

Saturday: 15.05



Sunday: 16.05





o School Assembly 2.30pm

Tuesday: 18.05

o Grade 4A Eucharist Family Formation

Evening 7.00pm – 8.00pm

Wednesday: 19.05




Thursday: 20.05



Friday: 21.05

o

Saturday: 22.05



Sunday: 23.05




o Our Lady Help Of Christians Feast Day



Tuesday: 25.05


Wednesday: 26.05


Thursday: 27.05

o

Friday: 28.05




o Reporting & Moderation Week


Tuesday: 01.06

o

Wednesday: 02.06


Thursday: 03.06

o

Friday: 04.06

o

Saturday: 05.06

o Sacrament of First Eucharist Mass

Sunday: 06.06

o Sacrament of First Eucharist Mass


o Student House Activity Day



Tuesday: 08.05

o Parent Support Group Meetings

Wednesday: 09.06



Thursday: 10.06


Friday: 11.06

o

Saturday: 12.06

o Commitment Masses for Sacrament of



o School Closure Day – Public Holiday

Tuesday: 15.06


Wednesday: 16.06



Thursday: 17.06


Friday: 18.06

o




Tuesday: 22.06

o

Wednesday: 23.06


Thursday: 24.06

o

Friday: 25.06

o Whole School Mass

o Semester 1 Student Reports Sent Home

o Last Day of Term

o Dismissal Time – 3.15pm

Resurrection Home

Learning Policy

A further area we are currently addressing is an

inconsistency in application of the home learning

policy. The use of the words “home learning” rather

than “homework” is done purposefully as it is meant

to support the child’s learning, not be a range of

meaningless work tasks that only fulfil the prescribed

time allocated and provide little to no value to the

child’s learning skills or knowledge.

Preamble:

At Resurrection, home learning is designed to help

students by complementing and reinforcing

classroom learning, fostering good lifelong learning

and study habits, and providing an opportunity for

students to be responsible for their own learning.

Principles:

Students benefit from undertaking home

learning regularly. Home learning helps them

develop organisational and time-management

skills, self-discipline, skills in using out-of-school

resources and personal responsibility for

learning.

Home learning is another opportunity for

parents to participate in their child’s education.

Parents, in partnership with the school, should

encourage their children to establish good

home learning patterns from early primary

school.

Parents should be advised of home learning

expectations at the beginning of the school

year and be provided with a copy of the

school’s home learning policy.

Upper primary students should use home

learning diaries. Diaries provide a means of

regular communication between parents and

the school.

Failure by students to complete home learning

on a regular basis should be followed up with

parents by the classroom teacher to

collaboratively seek ways of assisting the

student in developing positive learning and

study habits.

Successful Practice:

In the early years (Prep to 2), home learning should

not be seen as a chore. Home learning will consist

of:

practicing letter identification, letter/sound

relationships, high frequency words and / or

readers

daily reading to, with, and by

parents/caregivers or older siblings.

Mathletics tasks set by the teacher reflecting the

student’s learning ability.

This will generally range from 15 – 20 minutes a day

and not be set on weekends or during holidays.

For Grades 3 & 4.

Home learning will consist of:

daily reading to, with, and by

parents/caregivers or older siblings


student’s learning ability

may include extension of class learning,

personal inquiries and research.

This will generally not exceed 30 minutes a day and

not be set on weekends or during holidays.

In Grades 5 to 6, home learning:

consist of daily reading


student’s learning ability.

may include extension of class learning,

personal inquiries and research.

This will generally range from 30-45 minutes a day at

Year 5 and 6. Care should be taken to ensure that

undue pressure is not placed on students and that

a balance is maintained between the demands of

study and recreational pastimes.

Types of Home learning:

Home learning should:

be appropriate to the student’s skill level and

age;

be purposeful, meaningful and relevant to the

curriculum;

home learning that is an extension of class work,

projects and assignments and research should

be assessed by teachers with feedback and

support provided as soon as possible.

Types of home learning that meet these

requirements include: -

Practice exercises – providing students with the

opportunities to apply new knowledge, or to review,

revise and reinforce newly acquired skills, such as:

completing consolidation exercises for

Mathematics and English – memorisation of

fundamental skills such as tables and spelling;

practising words or phrases learnt in Japanese;

reading for pleasure;

written and other creative tasks;

Preparatory home learning – providing

opportunities for students to gain background

information so they are better prepared for future

lessons such as: -

researching topics for class work;

collecting newspaper articles;

revising information about a current topic.

Extension assignments – encouraging students to

pursue knowledge individually and imaginatively,

such as:

writing a book review;

making or designing an art work;

finding material on the Internet or in the Library.

Expectations:

Parents and caregivers can help their children by:

encouraging them to take increasing

responsibility for their learning and organization;

observing and acknowledging their success

and asking how their home and class work is

progressing;

attending school events, displays or productions

in which their children are involved;

encouraging them to set aside a regular daily

session to read and complete home learning;

setting an example by reading themselves;

signing reading diary daily;

contacting the relevant teacher to discuss any

problems their children are having with home

learning via Seesaw, email or phone call;

(diaries are not to be used for this purpose)

helping them to complete home learning by

discussing key questions or directing them to

resources. Usually it is better to encourage

children to complete home learning

themselves;

helping them to balance the amount of time

spent completing home learning, watching

television, playing computer games and

engaging in other leisure or recreational

activities;

discussing home learning in their first language,

where English is not the main language spoken

at home and linking it to their previous

experiences.

Teachers can help their students by:

setting regular home learning to help students

establish a home study routine;

setting tasks related to class work that are

appropriate to the students’ learning needs;

coordinating with specialist teachers and

teachers of the same grade level to provide

similar home learning expectations and avoid

unreasonable workloads for students.

giving students enough time to complete home

learning, taking into account home obligations

and extracurricular activities;

assessing home learning and providing timely

and practical feedback and support;

helping students develop the organisational

and time-management skills needed for them

to be responsible for their own learning;

ensuring that parents and caregivers are aware

of the school’s home learning policy, and

developing strategies to support parents to

become active partners in home learning.

Evaluation

This policy will be reviewed as part of the school’s

three-year review cycle.

SCHOOL TIMETABLE The Term 2 School Timetable will return to

a single timetable for all students (Prep to

Grade 6)

8.30 am

Classrooms open for students and parents to enter

8.40 am

Students should be in their classroom in readiness

to commence class

8.45 am - 10.45 am

1st Learning & Teaching Session. (2hrs)

8.45 am

Prayer and attendance roll

10.45 am - 11.25 am – Break 1

10. 45 am -10.55 am Eating time in class

(Teacher to read aloud to class.)

10.55am – Student leave classroom for

playground. (Food not to be taken outside)

11.25 am - Class begins in 5 minutes.

Students to assemble and then return

orderly and quietly to their classroom. All

classroom staff to move to class assembly

points.

11.30 am – 1.30 pm

2nd Learning & Teaching Session. (2hrs)

1.30 pm - 2.15 pm – Break 2

1.30 pm – 1.40 pm - Eating time in class

(Teacher to read aloud to class.)

1.40 pm – Student leave classroom for

playground. (Food not to be taken outside)

2.10 pm - Class begins in 5 minutes.

Students to assemble and then return

orderly and quietly to their classroom. All

classroom staff to move to class assembly

points.

2.15 pm – 3.15 pm

3rd Learning &Teaching Session. (1hr)

3.10 pm - Prayer followed by reflection on

learning achievements of the day.

3.15 pm - End of Learning &Teaching

Session. Students dismissed to go home.

3.30 pm

End of supervision at the front of school. Any

student remaining is brought into the school foyer.

Grade 6 Camp

My experience of Camp Rumbug. Three days. Two nights. The 24th of March was the day the Grade 6s departed the school at around 9 in the morning and left for Camp Rumbug. Camp was an interesting experience and very much different from other camps I have been to. It had its ups. It had its downs. In my opinion, this camp experience was just different, and that is what makes it interesting. During camp, we had many different activities we had to participate in. These activities consisted, canoeing, the Flying Fox, Trust Exercises, Archery, Tree Climbing, Raft Building, Initiatives, and last but not least, the Mud Run.

Some activities were fun to complete like the Flying Fox, Trust Exercises, Tree Climbing and part of me says the Mud Run was nice as well. If you read the names of the activities then you would most likely understand what the activity was all about. Canoeing was to learn how to canoe, the Flying Fox was to participate in zip lining called the Flying Fox, Trust Exercises where you trust your group to go through exercises, Archery is where you learn how to use a bow and arrow, tree climbing was to climb a tree about maximum 10 meters, Raft Building where you go and build a raft with the group, Initiatives is where you use your

mind to and teamwork to complete several tasks, and last the Mud Run, where you go and complete a course that includes a lot of mud. These activities were enjoyable and I had a lot of fun on this camp experience.

In conclusion, this camp has had its ups and its downs whether it came to food, activities, or just us complaining. This was different but very enjoyable to participate in. By the end of our camp experience, we had made it to Friday, the 26th of March. By Chi-Dao Luong-Ho, 6A

Our Year 6 Camp was an incredible experience for all. The beautiful, green forest that surrounded the camp was a breath of fresh air that we definitely needed after the hard year that had just passed. Camp Rumbug taught us all about resilience, responsibility and teamwork, a place where we could socialise and find out so much more about our thriving Year 6 community. I 100% enjoyed the camp activities that were arranged for us. The flying fox, tree climb, archery and the trust exercises were my favorites but all the activities were challenging and fun. The whole time at Camp I learnt a lot about teamwork and independence, resilience and respect. I guarantee you that the 3 days spent at Camp Rumbug were definitely worth the wait and will be a camp that I will always remember. Despite the constant rain and annoyingly itchy mozzie bites, I’d do it all again in a heartbeat.

By Jennilyn Magtalas. 6C

Camp Rumbug Reflection

Riding on a bus for a long time, we (year sixes) arrived at Camp Rumbug which we stayed at for three days, and met our last camp experience for the year. The weather at the camp was quite rainy and freezing, but we dealt with it and continued the camp with a positive mood. The PGL workers there were thoughtful, patient, and had made sure that we were safe and had fun. Dishes that were being served to us were alright. The activities were fun, especially the Flying Fox and the Mud Run, which were my personal favourites. We got to spend time with our friends who we haven't seen in a long time, and we got to have the opportunity.

During the bus ride to the destination, we had a short stop to eat our lunches and to take a break. Despite the unpleasant weather and muddy setting, we went on with our camp activities in our teacher groups after arriving and having a little tour of the camp site, which was lead by our camp leader; Tess. The activities we had in our teacher groups were; Mud Run, Flying Fox, Archery, Initiatives, Tree Climbing, Canoeing, Trust Activities and Raft Building. Group activities that the whole year level did together were a 'quiz' game, where you answer questions and we would get points. In Initiatives, we had activities where we had to work together, just like in the trust activities, where we had to trust each other and communicate. We had mud get thrown at us

during the Mud Run, which was fun, and during Tree Climbing, I reached the top twice! Raft Building was also an event that required teamwork, we worked together to create a raft that could float in the river using large containers, ropes and long logs. My groups raft floated but it fell apart. In Archery we played some games such as, 'make a pizza', and during canoeing we had to paddle laps.

Breakfast was toast, and optional cereal. We got to choose what spreading we wanted on our piece of toast, for instance; jam, honey, butter. For lunch on the second day, we had baked potato with bacon, and we got to choose additional toppings or side foods. We had a 'custom' burrito that we got to choose what was going to be in it, and it had a slice of ham. We also received bread with meat inside to go with the burrito. For dinner on the first day, we ate pasta, and for dessert we had brownies. On the second day for dinner, we ate chicken schnitzel with mashed potato and scrambled eggs. For desert, we had strawberry mousse with sprinkles on top.

Overall, personally, I believe that this was an enjoyable camp experience, even with some ups and downs with leeches and a setting we're not used to (mud, freezing...), but since I got to reconnect with my friends, got to relax for a few days, got to participate in exciting activities, and eat new foods, I enjoyed this camp. By Trish Truong, 6A

School Assembly

Next term, school assemblies will recommence as of

Monday 19th April at 2.30pm. The assemblies will

take on a very different format to that prior to 2020

as they will begin and conclude with Liturgical

Singing and the awards being presented within

that. It will also provide Fr Gerard with a point of

contact, when available, to speak with the students

and celebrate the achievements of the week.

The assemblies will occur in the church with students

being allocated specific seating that will assist with

organisational matters when celebrating Mass or

liturgies as a whole school.

As COVID restrictions are reduced, we hope to

invite parents to join us in Week 4 of Term 2.

Motivating Your

Child for

Excellence

The request to “Wake up for school please Ashton”

was met with a groan.

“I don’t want to go to school mum.”

Most parents will experience a child who is not

motivated to be at school at some point in their

lives. Many parents were that child!

Trying to stimulate your child’s motivation at school

is extremely difficult for parents, primarily because

so much of what happens at school is out of your

control. The environment provided by the teacher,

other students, and the school community can

have a powerful impact on your child’s level of

motivation. There are, however, several things that

parents can do to increase their child’s motivation

at school:

Remember, relationships matter

Encourage your child to develop positive

relationships with other students at school. If the

peer environment is one that is safe, fun, and

comfortable, then your child will be more motivated

to be at school than if bullying or teasing is common

place.

Your child’s relationship with the teacher should be

positive

Look for ways to speak with your child about what

the teacher is doing well, and the positive aspects

of the student-teacher relationship. By building a

positive perspective on classroom relations, children

are likely to be more motivated at school.

Speak positively about the school

When our children hear us openly criticise school,

the teachers, or the principal, we undermine their

faith and confidence in the people who are

influencing and teaching them each day. Look for

things that the teacher or school are doing well,

and emphasise them publicly. When your children

hear you speaking positively about their school,

they will experience your enthusiasm as an

endorsement and respond accordingly.

Encourage mastery and mistakes,

not performance and perfection

Developing competence requires practice,

mistakes, and a long-term approach to mastery. If

you’ve ever had a boss watching over your

shoulder you will know how your focus on perfect

performance can cause you to unravel. It also

probably reduced your motivation! When children

know they will not be judged on their performance,

they feel free to experiment, make mistakes, and try

again. By reducing pressure for perfect

performance learning becomes an enjoyable

process, and motivation goes up.

Emphasise effort

When your child brings home a report card (or when

any evaluation is occurring in relation to

schoolwork), emphasise the effort that they’re

making over the results they’re achieving. Ask

questions such as, “Do you feel like you’re working

hard?” Point out what a teacher says about your

child’s effort and ask, “Is your teacher right about

this? Are you putting in less effort than you can?”

Emphasise that you care more about effort than

outcomes.

Share your child’s successes

When your child demonstrates competence, let

him/her hear you telling other people about what

was accomplished.

“Ella has been making such a big effort at school,

and today she received an award for it.”

“Jack got 22 out of 25 on his weather project.”

“Matt just did his first serious high school exam. I’ve

never seen him put in so much effort before. We still

don’t know what he scored, but I’m so proud of him

for working so hard.”

By telling people about the successes your child

experiences, and by finding the good in what they

do, your child will be more motivated to continue to

work hard, practice, and develop good academic

outcomes.

Documents

Positive Behaviour for Learning (PBL)