Dear Families

Thank you to parents who attended ‘parent conversations’ with teaching staff last week; this meeting early in the year enables a snapshot of how your child is settling in. Conversations with teachers about your child's social and emotional behaviour and learning are incredibly important for several reasons: Teachers spend a significant amount of time observing your child in a structured environment. They can provide insights into how your child interacts with peers, responds to authority, and engages with academic material. Understanding these dynamics can help you better support your child at home. Teachers can offer valuable perspectives on your child's strengths and weaknesses in various areas, whilst parents/carers can provide a wealth of information to support a better understanding of the uniqueness of every child.  Early intervention can prevent issues from escalating and ensure your child receives the support they need to succeed academically and socially.

Education is not just about academic achievement but also about fostering social, emotional and spiritual growth. By engaging in conversations with teachers about your child's social-emotional behaviour, you can ensure that their educational experience promotes holistic development, including empathy, resilience, and interpersonal skills. By working together, parents and teachers can create a nurturing environment that empowers children to thrive inside and outside the classroom.

As part of our school improvement, a focus will be on revisiting our behaviour processes and guidelines. The leadership team is currently engaging in research and evidence from Tom Bennett that will support the practices we implement as a staff this year. Tom Bennett is an educator, author, and behaviour management expert known for his work in improving classroom culture and student behaviour. He is the founder of the researchED movement. Tom Bennett's approach to behaviour management emphasises the importance of clear expectations, consistency, positive reinforcement, and building strong relationships with students. His strategies are grounded in evidence-based practices and aim to create a positive and supportive learning environment for all students.

Some key principles of Tom Bennett's behaviour management strategies include:

Clear Expectations: Bennett emphasises the importance of clearly communicating expectations to students from the beginning.

Consistency: Consistency is fundamental in behaviour management. This helps to create a fair and predictable learning environment for all.

Positive Reinforcement: Bennett advocates for using positive reinforcement to encourage desired behaviours. This can include praise, rewards, and recognition for students who demonstrate positive behaviour.

Disapproval for Misbehaviour: While positive reinforcement is important, Bennett also believes in holding students accountable for their actions.

Building Relationships: Building positive relationships with students is essential for effective behaviour management. When students feel valued and respected by their teachers, they are more likely to engage in positive behaviour and respond well to instruction.

Last week, Sacred Heart leaders were presented with their badges at our prayer gathering. Our school leaders and class captains were elected by their peers to represent and be a voice for students. Leaders often have to choose courage over comfort, and as I have discussed with students, this can be uncomfortable at times. Student leaders play a key role in building a sense of community spirit and pride within the school. They will support and organise events, celebrations, and service projects that bring students together and strengthen bonds among classmates. Student leadership empowers young individuals to make a positive impact within their school community. Leadership are looking forward to working with students and helping them grow as leaders.

Thank you for your ongoing support and partnership

Charlene Best
Principal

NAPLAN Testing

NAPLAN will be commencing in Week 6 on Wednesday 13th March for students in grades 3 and 5. Below is an information sheet for parents and carers:

Term One is always a busy term for staff as they get to know the students in their
classes and establish their routines for the year. Teachers conduct many
learning assessments, to build their understanding of individual student need
which in turn supports their planning and teaching focus. Teachers are supported
in the delivery of programs and adjustments by a team of experienced Teacher
Assistants. Currently we have 19 Teacher Assistants employed across the K-6
classes.

Learning Plan Meetings
Sacred Heart is an inclusive school community, welcoming and supporting
students with diverse social, emotional, and academic needs. School staff work
collaboratively with families and specialist services to support both neurotypical
and neurodiverse students. We support students with a range of disabilities and
incorporate adjustments and recommendations as part of NCCD requirements
into student learning plans. Staff regularly attend Professional learning
opportunities to broaden their knowledge of disability and to ensure adjustments
and programs reflect evidence-based research and best practice.
Over the last three weeks, over 60 families have attended individual learning plan
meetings. Attended by parents, the class teacher, myself and in some cases
specialist support providers, these reflect the positive partnership and
collaboration that occurs at Sacred Heart. Our goal is the same, and that is for
each student to achieve the best possible outcomes, celebrating their unique gifts
and equipping them with the skills to function successfully in life. At the
conclusion of these meetings, Teachers will be provided with some release time
to finalise these learning plans. These will be sent home for parents to review
and sign.

Speech News
The Tasmanian Catholic Education Office provides speech support for students
in kindergarten through to the end of Year Two. To be eligible for this support,
students must meet strict criteria and demonstrate articulation difficulties that are
not age appropriate. Conditions such as stuttering or myofunctional disorders
such as a tongue thrust disorder are treated independently by a Speech
Pathologist.
Speech Screeners have now been completed with all kinder students and any
new students in the P-2 area identified by teachers. These screeners are sent to
Hobart and reviewed by a team of Speech Pathologists. Eligible students are
funded for a speech assessment and school-based speech program.

Parents will be notified once this information has been communicated to the
school.

Lee McCormack
Student Support Coordinator

Children's University

On Monday we welcomed Belinda Chapman from the 'University of Tasmania - Children's University' program to relaunch the initiative in our school. Please see a flier outlining the program below. This year all students will need to be given parental consent to particpate in the program by completing the online form when clicking  the link below. Please note that this program is aimed at children from 7-14 years of age. 

Children's University Consent Form 2024

*The Effects of Extra-Curricular Learning on Educational and Attainment consent is not compulsory.

*Printed copies of these documents are available from the school office upon your request.

Mersey Leven Catholic Parish Sacramental Program

The Mersey Leven Catholic Parish Sacramental program runs between May – October 2024 and will include preparation and celebration of the Sacraments for First Reconciliation, Confirmation and First Communion.  

A Parent Information Session is on Monday, 18^th March - 5pm at Our Lady of Lourdes Church, Devonport.

A more detailed letter from the Parish was sent out to families with children in Grades 3-6 earlier in the year.

For more information please contact Miss Davis through the school office.

Good Online Habits at Home

New Student ICT Agreement

If you have not acknowledged (given permission) on the compass event for our new student ICT agreement, could you please ensure you read through this agreement with your child/ren and give permission on this event to acknowledge and agree to the terms of the agreement as soon as possible.

Last Monday, 5/6 students attended Tiagarra Cultural Centre in Devonport. Students were welcomed to Country which involved a smoking ceremony and applying ochre to their faces or hands. Students then took a guided tour of the Bluff and sampled some of the bush food available in the area - some plants were tastier than others! Students also received a guided tour of the museum with David Gough. It was a wonderful cultural experience.

4/5 Penguins are thoroughly enjoying our novel study on Charlotte's Web. After reading chapters together, students are learning how to question the text, broadening their knowledge of complex vocabulary and completing a variety of activities to demonstrate their knowledge.