2024 Annual Improvement Plan (AIP) goal: Students consistently produce writing of a high standard and demonstrate expected growth. 

In line with our AIP focus on writing, over the last couple of weeks, our teachers have had the opportunity to engage in Professional Learning around Concept-based programming in writing. Working in collaboration with Alexandra Hingston (CEO Education Officer- Literacy Curriculum), teacher’s took a ‘deep dive’ into the Textual Concepts of the new NSW English Syllabus. Textual concepts are like the ‘lens’ in which we teach the core knowledge of English. They are to be used to design quality teaching and learning experiences that facilitate a deep understanding of English. Teachers have been given collaborative planning opportunities to support them in programming using our new Concept-based Programming Framework. 

Further, the new NSW English Syllabus emphasises the importance of oral language. Oral language is crucial for literacy development as it is the foundation of written language. Through engaging in a rich discussion around a text, students develop a deeper understanding of the text, language structures, text forms and features, and build vocabulary. Hence, our teachers have been participating in a Spotlight on Oral Language- trialing a new oral language strategy every fortnight and sharing success/feedback on how it went. During our most recent Learning Walk with Anna Cindric (CEO- Head of Continuous Catholic School Improvement), we could see the effectiveness and benefit of incorporating these strategies as they have improved the active role students play within their learning. 

We are looking forward to continuing to explore, learn and collaborate together to support further growth in our students’ writing!

Interpreting Semester Reports

How do teachers determine a student’s achievement level? 

Teachers make decisions about the most appropriate achievement level for students using an on-balance professional judgement, based on evidence gathered throughout the teaching and learning process. Greater weight is given to evidence collected closest to the reporting period, and that represents the students highest overall achievement. 

Our syllabuses have stage-based outcomes, however students have the opportunity to achieve the full range of levels of achievement in every grade. That is, students at the beginning of a stage, can achieve the higher levels of achievement. Teachers in every grade consider the knowledge and skills covered so far within the year, and the expected achievement for students at this point in time. Achievement is always determined in relation to the syllabus outcomes and the standard of achievement expected. The difference between each achievement level is the depth of knowledge students have demonstrated, their competency in using the skills necessary to meet the outcome, and how well they can apply these to new situations. 

What does ’sound’ mean?

A student who receives a sound level of achievement, has demonstrated the appropriate knowledge and skills within the outcomes, have some competency using the processes and skills taught, and are able to apply these to most situations. A sound achievement means the student meets the expected standard of achievement for the outcomes at their year level. 

Is my child making progress?

If a student receives the same grade for two consecutive reports, or over several years, they have made progress, because the expectations for achievement at each point in time have increased. Between every reporting period students will have learned new knowledge and skills of a more advanced nature, and their report indicates the level at which they have achieved competency on this new knowledge and skills. 

Individual Students' NAPLAN Reports

Students in Years 3 and 5 participated in the National Assessment Program – Literacy and Numeracy (NAPLAN) during Term 1. A NAPLAN individual student report will be provided for these students early in Term 3. The same report format is used for every student in Australia. 

NAPLAN results are reported against proficiency standards. There is a standard for each assessment area at each year level. Proficiency standards provide clear information on student achievement. Student achievement is shown against 4 levels of proficiency:

• Exceeding: the student’s result exceeds expectations at the time of testing. 
• Strong: the student’s result meets challenging but reasonable expectations at the time of testing. 
• Developing: the student’s result indicates that they are working towards expectations at the time of testing.
• Needs additional support: the student’s result indicates that they are not achieving the learning outcomes that are expected at the time of testing. They are likely to need additional support to progress satisfactorily.

If your child participated in 2024 and does not receive a report by Friday 2 August, contact the school office.

In Term 3 Week 10, we will be celebrating Book Week, with this year’s theme being ‘Reading is Magic’. As part of our Book Week celebrations we will be having our annual Stella Maris Book Competition. The competition invites students from any year level to plan, write and publish a book. Books may be in the form of a digital or hard-copy (handed into Mrs Mayo/Mrs Mahar at school). There will be prizes for the best books for each stage as well as the opportunity for students to have their work published in the school library. To enter the competition, start creating and submit your book by the 9th September 2024. 

We had the most entries into the competition ever last year, so we know we have some amazing authors in our school and look forward  to reading the interesting and creative books the students create!

Mini Vinnies - Careers Day

Thank you to the Mini Vinnies team for a successful Careers Day. Their organisation and execution under the guidance of Mr Dodds is to be commended. They successfully raised $513.85 for the St Vincent De Paul winter appeal. Thank you to our community who supported their initiative.

Staffing Updates

Term 3 sees some staffing changes due to staff taking leave. Please see below for a summary of the arrangements.

Year 6

Mr Price is taking the term as parental leave. Thank you to Mr Jayden Allen who will be teaching Year 6 in Term 3.

Congratulations to Mrs Shelton who was the successful applicant for the Acting ML2 - PB4L position for Term 3. Mrs Shelton will also be the stage 3 leader. 

Thank you Mrs Porter who will be on Year 4B, Monday and Tuesday relieving for the PB4L position.

Year 4

Unfortunately Miss Treble has not been given clearance to return to work this term. I would like to thank Miss Ali who has done a great job on Year 4G this term and will continue on the class til the end of term. 

Thank you to Mrs Gallinar who will continue on in the Acting ML2 - Numeracy position for this term.

Miss Treble will return for Term 3.

Year 1

Mrs Mahar is taking long service leave for the first 4 weeks of Term 3. 

Congratulations to Mrs Mayo who was the successful applicant for the Acting ML2 - Literacy position. Mrs Mayo will also continue on in the Instructional coach role for the 4 weeks. There will be no change for Year 3.

Thank you to Mrs Caires who will take on the Year 1 teaching position for the 4 weeks, Mon-Thurs. Thank you to Miss Ali who will take on the intervention support role in Year 1, Monday, Tuesday and Year 1G teaching on Friday.

Kindergarten

We wish Mrs Curcio all the best as she takes long service leave for her honeymoon, beginning this week. Thank you to Mrs Morgan who is taking on the teaching position on KG and thank you to Mr Allen who will be taking on the Intervention support role for this term.

Year 5

Mrs Young will continue her leave on a Monday in Term 3. Thank you to Mr Holgate who will continue to take Year 5G on a Monday. Mr Holgate’s SEL days will remain the same as this term.

Uniform Expectations

As we approach the end of term 2 and the school holidays, many families will be looking at getting hair cuts done before the return to school. When considering hair cuts and styles, all families are asked to follow the school uniform expectations of hair cuts and styles that do not invite comment or are outrageous. This includes no mullets, undercuts, mohawks, rats tails (or any tails), coloured braids, or coloured hair.  All hair that is shoulder length must be tied back.

Any students who do not follow the school expectations the school procedures are:

• Class teacher will follow up with families 
• If it is not rectified, it will be passed on to the stage leader to follow up with families
• If it continues to be an issue it will be referred to the Assistant Principal or Principal to follow up.

We thank you in advance for your cooperation and understanding.