Term 3 - Week 8 (30th August 2024)

From The Principal

The challenges of school Refusal – As parents we have all experienced our children trying to have the day away from school. In most cases this is remedied by a firm resolve and redirection to the when, how or why of getting ready and departing for school. However, in some more extreme circumstances, children will refuse to comply with your best efforts to get them organised in the morning to attend. This causes families stress and anxiety because as parents we know:

a) the importance of daily attendance to their daily progress and success socially and academically and to their overall success in life; and; 

b) that we have a legal obligation to ensure that our children attend school and must have a reasonable excuse not to (e.g. illness). 

School refusal becomes more challenging as children get older. It’s more challenging again if you’re a single parent trying to manage everything on your own or you are co-parenting through the situation. Families that fall into a pattern of children not attending then become entangled in higher levels of anxiety for the child as increased absenteeism leads to increased disconnection from social interactions and learning. 

The good news is that there are observable signs, and, as in all things to do with your child’s learning, we are here to work with you and your child. 

The signs to look for in your child are usually observable before refusal becomes more problematic. These signs might include: 

• Distress and anxiety about going to school. 

• Tearfulness before school, sometimes resulting in conflict with family members. 

• Frequent complaints of physical illness before or during school. 

• Your child reporting poor teacher or student relationships. 

• Refusal to get out of bed, leave the house or get out of the car to go to school. 

• Difficulty coming back to school after weekends or school holidays. 

• Higher attendance in the sick bay at school. 

Supporting your child – It is important to model positive communication for your child and to expect that they will do the same. Refusing to go to school is one thing, but your child refusing to tell you what the issue is, is another. After school, finding a quiet time to sit down with your child to calmly talk through what’s concerning them is the first step. Ask direct questions, such as: 

• Are you being bullied? 

• Are you struggling with the schoolwork? 

• Are you having issues with the teachers? 

• Is something else bothering you? 

In all things, communication with your child’s teacher and school regarding the difficulties your child is experiencing is extremely important. A clear and well understood plan between a young person, parents or carers and the school can be a useful tool in addressing school refusal. 

Other strategies, that work alongside working with your teacher and school to manage their worries, may include: 

• Focusing on their strengths and ways to positively engage in day-to-day activities. 

• Learning relaxation techniques together, such as breathing exercises, or meditation, to help reduce feelings of stress and anxiety. 

• Creating a plan together to manage the beginning of the school day, school term, school year, social situations or schoolwork, depending on what is worrying them. 

• Considering if your child may benefit from professional support to assist them with strategies and to better understand the underlying reasons for their school refusal. 

Please contact your child’s teacher as soon as you think that your child is showing signs of refusal to attend. This allows us to respond quickly together to support our learners in returning to a more positive pattern of behaviour.  This can be a stressful time for parents too. Looking after yourself and seeking support, ensures that you can be the support your child needs in addition to modelling good selfcare strategies for your child. 

Source:  Understanding School Refusal

God bless, 

Mr Tyronne Maher

From The APRE

Father’s Day 

On Tuesday afternoon as a whole school we celebrated Father’s Day. Fathers and those like Fathers, had the opportunity to come and spend some time in their children’s classroom then participate in a beautiful liturgy lead by Year 2/3C. After the final blessing, these wonderful people were invited to share in a special afternoon tea, where they could mingle and catch up with other Father figures. Thank you for coming to share this special time with us. 

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On Thursday afternoon, the Prep classes held their Father’s Day afternoon. They had a lovely liturgy to celebrate the wonderful men in their lives and participated in a variety of activities. 

On Sunday, it is Father’s Day. Thank you to all the Dads, Pops, Uncles and other Father figures that love and support the students of Sacred Heart Primary School. We hope you have an amazing day celebrating all the wonderful things that you do for the children in your care. I would like to especially thank all the men in my life who have watched over me and my own children, especially my Dad- Greg and my husband- Dennis. I hope you know how honoured I am to have you in my life! 

HAPPY FATHER’S DAY ! 

 Mrs Katie Horne

Prayer of the Week

Student Protection Contacts

School Student Protection Contacts (SSPC) 
Our school has five School Student Protection Contacts. Mr Maher, Mrs Jackman, Mrs Horne, Mrs Barrett and Ms Campbell. These are nominated staff members to whom students, staff and parents can raise concerns related to student safety. Although School Student Protection Contacts receive additional training, all school staff receive regular training and information to enable them to respond to student protection concerns. 

From The Middle Leader/Curriculum Co-ordinator

HEALTH and PHYSICAL EDUCATION within our AUSTRALIAN CURRICULUM 

The Health curriculum focuses on promoting a holistic understanding of health and well-being among students. It emphasises the importance of physical, mental, and social well-being, equipping students with the necessary skills and knowledge to make informed decisions about their health. The updated curriculum covers a wide range of topics, including nutrition, personal hygiene, emotional well-being, relationships, and safety. 

One of the key highlights of the updated curriculum is its interactive and student-centred approach. The curriculum encourages active participation, critical thinking, and problem-solving skills through engaging activities and real-life scenarios. Students will have the opportunity to develop their communication skills, empathy and resilience, which are essential for maintaining positive relationships and navigating life's challenges. 

In addition to the comprehensive approach to health and well-being, the curriculum also places a strong emphasis on physical activity. Recognising the importance of an active lifestyle, our updated curriculum encourages students to engage in regular physical activities to enhance their physical fitness and overall health. The curriculum provides a variety of age-appropriate activities and exercises that promote cardiovascular endurance, strength, flexibility, and coordination. Students will continue to have the opportunity to participate in team sports, individual activities, and outdoor adventures, fostering a love for physical activity and instilling lifelong healthy habits.  

We warmly welcome to our staff, Mrs Kara Wann as our new 2 day per week PE teacher, who has been able to secure experts in various sporting codes in the students’ PE lessons before we head into Term Four which will include the week four swimming block.  

With a focus on the benefits of physical activity for both the body and mind, this ensures that our young learners understand the importance of staying active and leading a balanced lifestyle. 

Overall, the Health curriculum provides an exciting and enriched learning experience for our primary school students. By promoting a holistic approach to health, empowering students with essential life skills this learning area is set to make a positive impact on the well-being of our young learners.  

Mrs Charlie Barrett

From the Learning Support Teacher

Autism Spectrum Disorder (ASD) explained 
Autism spectrum disorder (ASD) refers to a developmental disability that involves communication, social interaction, and behavioral difficulties.  

Children with an ASD diagnosis show difficulties in two main areas:  

• social communication and social interaction  

• restricted interests and/or repetitive behaviors  

Children may present with many different symptoms within each of these areas. Therefore, two children with the same diagnosis can have different abilities and behave in very different ways. 

Within the language and communication area, some children are nonverbal, some speak in single words or short phrases, while others have excellent verbal skills.  

Children’s socialization styles may differ as well. Some children have limited social interests and tend to spend much of their time alone, while others are interested in being social but have difficulty doing so successfully.  

Some children have an interest in unusual items, such as elevators or street signs, or collecting unusual objects like pencil erasers.  

Children may have interests that are unusual in their intensity and that may not be age appropriate. For example, a child may know detailed facts about a particular topic or may be interested in only one toy that is played with exclusively and/or repetitively.  

Children may also do repetitive movements with their hands (e.g., hand flapping) or complex mannerisms with their entire body (i.e., jumping while flapping).  

In addition, difficulties with transitions or changes in routine and unusual responses to sensory experiences are common in children with ASD. 

 How do we cater for children with ASD in our school? 
Adjustments are provided to students through our Planning for Personalised Learning processes. As students with ASD are so diverse, the adjustments are specific to the strengths and challenges of each child. 

Particular focus is given to supporting students to develop effective self-regulation, communication and social skills as well as establishing clear and consistent routines and preparing students for changes in routine when these occur.  Many of the strategies benefit all children in the class but are essential for students with ASD.   

The Personalised Learning Overviews outline the adjustments that are in place and are shared with parents during parent teacher meetings.  Please see your class teacher if you have any questions regarding the adjustments in place for your child. 

Mrs Genny McNair

From the School Counsellor

Emotional Intelligence and Zones of Regulation 

There is no denying that people's experience of stress has increased since the covid epidemic. In a fast paced ever changing world, where the cost of living, rapid changes in technology, increase in work demands, and many other stressors impact on our daily lives, the importance of being able to regulate one’s emotions cannot be understated and it's not always easy. However, children look to their parents and teachers in times of stress, change, transition, and promoting an environment where we can all learn strategies to manage our emotions is important. We all need to model emotional regulation by identifying our emotions and choosing a strategy that assists us in being calm, consistent and by displaying composure.  

The state of composure can be defined as ‘the state of feeling of being calm and in control of oneself.” This does not mean that as adults we do not have feelings, all humans have feelings, the crucial point is that we identify our emotions rather than being dysregulated, we take responsibility and own the emotion, then we can take an action to assist us resolve the problem.  We also know that it is o.k. not to be o.k. and its o.k. to ask for help. Role modelling rather than hiding our feelings from children helps them learn that it is normal to have feelings and it's normal to seek help. Talking to someone, (whilst it is not always easy) is the first step to getting assistance. At school we encourage this through talking to a friend, talking to a teacher, talking to someone that they trust. Professional help is only a phone call away if required. Encouraging others in the school community to talk to someone who is neutral such as a GP, or other trusted health professionals.  We teach children to learn how to do this through the Zones of Regulation, through a spectrum of colours we help children identify that all colours are o.k. The hardest part is sometimes defining how we feel. As parents and teachers, we can work together to help children identify the Zone- tell me how you're feeling, choose a colour if that’s easier, that best describes the emotion or feelings. Through increased language skills and comprehension, students move from a more simplified language of feeling angry (red zone) to being more articulate about the emotions and feelings they are experiencing. Emotional regulation skills in primary school become the foundation for our young adults and future leaders as they progress through their schooling to help them identify emotions such as feeling a sense of loneliness or feeling disappointed.   

The term that is often used is ‘Name it to Tame it’, indicating the need to firstly have self-awareness, knowing which adjective best describes how I am feeling. The second step is then taking ownership or responsibility for that emotion. For example, ‘Yes, I feel happy...or I feel proud because...I did well on my assignment. Whilst on the flip side, " Yes I feel tired because...I stayed up late watching the Olympics or was on technology and had difficulty focusing during the maths test....” Taking responsibility means, that If I chose to stay up late then I need to take ownership of that choice and now I’m struggling in class to concentrate on my maths tasks. 

The next step in the process is then problem solving. Through problem solving strategies we can help our children develop emotional intelligence, which is an essential skill and aptitude looked for in potential job candidates. Sometime problem solving is best done with someone you trust and someone who is neutral.  

Emotional intelligence is the ability to identify and take responsibility for our emotions, identify others' emotions and why they might be feeling that way.  Emotional intelligence also involves knowing how to interact appropriately with others even when the other person may be dysregulated. Emotional intelligence is a skill and taking control of our emotions and behaviours, like any skill requires practice, patience, time and hard work.  

If you would like more information on emotional intelligence, zones of regulation or leaning how to help your child, please feel free to contact me via email, sarah.jackman@twb.catholic.edu.au   

Mrs Sarah Jackman

Prep Enrolment

The Arts

CHOIR:

Every Thursday afternoon 2.55-3.30pm in the Music Room.  

The choir is available for all students in Year 3 to 6. We are currently working towards preparing new songs for Sacred Heart Idol in Week 8. 

If you would like your child to be involved in the choir, please contact Cherie Runciman, cherie.runciman@twb.catholic.edu.au  or send them along next Thursday after school.   

SACRED HEART IDOL:

Congratulations to all the finalists who performed this week. 

VOCAL - Jessica Bol, Kimberley Alston, Aaliyah Bevin, Georgia Desmond, Reagan Morris  

DANCE - Tiffany Clifford & MacCalla Pearson, Aaliyah Bevin, Georgia Desmond, Slaina Hagin, Tia Bland, Harper Harrison & Ella Wilkins. 

VARIETY - Max French, Anita Juac, Kimberley Alston, Akoi Bol and Ruby Harding. 

INSTRUMENTAL - Kiarah-Lee Forbes, Kaidan Bland, The Predators (Liam Faulkner, Benjamin Stinson, Kohen Zell, Liam Buckle), Brydee Nelson & Ivy Goodman. 

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Congratulations also to the Sacred Heart group performances; School Band, Junior Dance Club, Senior Dance Club, Choir and the Staff Wiggles 'Giggles' performance. 

The winners are below: 

 Vocal – Kimberley Alston 

Dance – The Stars Tiffany Clifford and MaCalla Pearson 

Variety – The Jokestars - Anita Juac, Kimberley Alston, Akoi Bol and Ruby Harding 

Instrumental – The Predators – Liam Buckle, Liam Faulkner, Kohen Zell, Benjamin Stinson 

Encouragement Award – Reagan Morris 

Overall Winner - The Predators – Liam Buckle, Liam Faulkner, Kohen Zell, Benjamin Stinson 

Thank you to the judges who gave up their time to come in and give to the performers. This year’s judges were Sandra Neale, Janice Francis and Jenni Potter. 

DANCE CLUB:

Well Done to the Senior and Junior Dance Club this week with their performance at the Sacred Heart Idol. We will be commencing our new Christmas Dances next week.  

INSTRUMENTAL PROGRAM:
Lessons will continue on Wednesday with Miss Joy for Term 3.

There are still spots available for this year. If you would like to enrol your child, please fill in the online form below or contact me directly via email. Cherie.Runciman@twb.catholic.edu.au 

Ms Cherie Runciman

Library News

BOOK WEEK 2024 

Children’s Book Week was celebrated at Sacred Heart with some great activities.  It was wonderful to see both staff and students take part in the Book Week character dress-up parade. Clearly a favourite activity!

A huge thanks goes out to families for the hard work that was put into students’ costumes. 

Our Book Warehouse Fair ran smoothly and was very successful, with sales totalling $3227.15

As a result of this great effort, the library will gain new resources to the value of $968.15 

A HUGE thanks to all students and families who contributed to the success of the Book Fair by making a purchase during the week. 

Our Readers’ Cup Challenge competitions were held once again during book week.  All students were keen to share their knowledge of the picture books and novels they had been studying. 
Congratulations to all students who participated. 

The 2024 winners for each class are: 

• Prep C         - Korbin Flanagan, Greyson Farrugia, Mickey Sutton, Harriet

• Prep N         - Alexander Lonie, Dorcas Mirimo, Jared Anderson, Corbin.

• 1R                - Laura Channing, Gozie Ogbonnia, Liam Seah, Aaliyah Watt.  

• 1T                - Eli Willett, Ella Nissen, Aeris Griinke, Spencer Strugnell.  

• 2J                - Gak Juac, Garang Madut, Ella Clarke, Lily Perry.  

• 2/3C           - Maeve Lonie, Rubie Mortimer, Paul Comerford, Carter Zell. 

• 3C               - Nate Ward, Lachie Hadley, Arsheyah Isidto, Vincent de Chastel 

• 4M              - Gabriella Faulkner, Juac Juac, Phoebe Cherry, Amiyah.

• 5R               - Sienna Hearn, Jessica Bol, Hyrod Cero, Charlotte.  

• 6B              - Kimberley Alston, Ben Barron, Alia Fraser, Benji Swindells. 

Division Finalists to be represented in Round Two (details to follow) 

• Prep              - Alexander Lonie, Korbin Flanagan, Greyson Farrugia, Dorcas Mirimo 

• Year 1            - Eli Willett, Ella Nissen, Aeris Griinke, Laura Channing 

• Years 2 /3     - Maeve Lonie, Gak Juac, Garang Madut, Ella Clarke 

• Years 3/4      - Gabriella Faulkner, Juac Juac, Phoebe Cherry, Amiya 

• Years 5 / 6    - Kimberley Alston, Ben Barron, Alia Fraser, Benji Swindells 

Thank you, again, to everyone for supporting our 2024 Book Week 

Mrs Jan Watkins and Mrs Rebecca Wheeler 

Class Awards

Sport

Darling Downs Track and Field Carnival 

Last Tuesday (20th August) two qualifying students represented our school at the Darling Downs Track and Field Carnival at Harristown State High School. Unfortunately, Harper was sick on the day and could not participate. Congratulations to Ethan and Tiffany for showing great determination and sportsmanship in their event, even though the weather was miserable. Ethan came 8th in his 200m heat and Tiffany threw her shot put over 5.5m. Making it to the Darling Downs competition is an amazing effort- we are so proud of you both! 

Welcome to Mrs Wann 

Hi, my name is Kara Wann, and I am the new PE Teacher at Sacred Heart for the remainder of 2024.  I am a mum of 3 children, Eady 15 years old, Madden 13 years old and Ellie 6 years old. I first started supply teaching at Sacred Heart this year, where I really felt at home by the beautiful staff and community at this school. 

I have been teaching in the Catholic Diocese for 19 years. I first started in 2005 - 2006 at St Columba’s School in Dalby, then in 2007 - 2022 at Mater Dei Primary School. It was in 2022, where I took on the role of PE Teacher at Mater Dei Primary School which ignited my true love of sport. I then went on to become the PE teacher at OLOL in 2023. I found it extremely rewarding to witness the joy on children’s faces as they participated in a variety of sporting opportunities throughout the year.  

I have always played sport myself and have a particular love for touch football. I really try to encourage students to participate and ‘have a go.’ I believe sport helps children to develop many lifelong skills such as teamwork, communication, commitment, and resilience. It is inspiring to see the students’ efforts and attitude demonstrated through all sporting experiences and I am excited to be a part of this at Sacred Heart next term! 

I’m really looking forward to getting to know you all better and joining the Sacred Heart team! 

 Mrs Katie Horne and Mrs Kara Wann

Celebrating Queenslands School Crossing Supervisors for 40 Years of Service

This year, Queensland’s School Crossing Supervisor Scheme celebrates 40 years of keeping kids safe as they travel to and from school.

We’d like to say a big thank you to our wonderful School Crossing Supervisors, Wayne Parsons, Kay Jackson, Pearl McGrath and Steve Jackson, for everything you do for our students and school community!  You do a great job keeping our students and other pedestrians safe as they cross the road in peak drop-off and pick-up times.

Why not say a big thank you the next time you see them on duty!  You can also show your appreciation for School Crossing Supervisors by slowing down, following directions and being courteous while travelling in our school zone.

St Patrick's Cathedral - Annual Carnival of Flowers Presentation

Warriors Softball Club - Come and Try

St Ursula's College Tmba Fun and Fitness - Come and Try day

St Ursula’s College Toowoomba Fun & Fitness – Come and Try Day 2024 is on Thursday, 5 September.     

The event will run from 8:30am to 2:30pm, with morning tea and lunch provided and is open to current Year 5 & Year 6 students. This day offers your daughter the opportunity to meet other students, participate in fun-filled activities and experience what it is like to be an 'Ursie Girl'.

Following this, we also extend the invite to families who would like to try out Boarding. Spend the night at our Boarding House, enjoy dinner with our fellow boarders, breakfast is included. Please email sucenrolment@twb.catholic.edu.au or call 07 4631 0870.

Child Protection Week Activities

Vera Lacaze Kindergarten - 60 Years Celebration

The Uniform Shop

Uniform Shop hours:
Mondays (THIS INCLUDES PUPIL FREE DAYS) & Thursdays 8.00am - 10:30am.  If a Public Holiday falls on a Uniform Shop day, the Uniform Shop will be closed.

PLEASE NOTE: WE CAN NO LONGER ACCEPT DONATIONS OF PRE-LOVED ITEMS
Thank you for your understanding in this regard.

*We accept EFTPOS only - NO CASH OR LAYBY*  

SCHOOL BAGS: School Bags are COMPULSORY to the WHOLE SCHOOL.
Do you have the correct bag?  These are available from the Uniform Shop for $39.50 

SCHOOL PULLOVERS - This is a compulsory uniform item for Years 1 to 6.

SPRAY JACKETS are compulsory for students in Years 1-6 only.
PREP STUDENTS DO NOT REQUIRE SPRAY JACKETS!

FREE BUTTONS available for boys’ red shirt, girls’ red and white blouse & Prep red polo.

Thank you for your continued support of the school’s uniform shop.

 Mrs Fay Rhodes
Uniform Shop Convenor

Sacred Heart Parish

Tennis Coaching 2024