Classroom Student Learning in Full Swing!
With all students now back onsite and teachers able to achieve some extended continuity with their students in classrooms, there is presently a very clear emphasis upon learning and assessment. This is very much the case in Literacy and Numeracy in particular. Teachers will be monitoring what students can do, what learning goals they have achieved, where challenges still lie ahead, and they will be moderating their judgements against the Victorian Curriculum with peers. Student Reports ‘go live’ on Sentral on 14th December – please let the Office know if you require a hard copy of your child’s end of year Report.
The last two years have been a challenge for all of us and we now start to see some daylight at the end of the pandemic tunnel. An observation we have made as teachers at school is that when we return from each lock down, we appear to have a honeymoon period of great behaviour for about 7 to 10 days then a few other behaviours can creep in. Friendship groups and social maturity have taken a hit and we are working hard on helping children re-establish and build upon these. Some social dynamics shift and change during this time and as we continue to move forward, it is important we continue to work together to develop social connections in and out of school and have high expectations of behaviours of the children. Sometimes students need a reminder about appropriate behaviours, and we move on. Others may need more work and staff, with families, build on developing their social skills. It is always a partnership between home and school.
Class Groupings for 2022
The whole school is currently undertaking the complex task of putting together and preparing grade groupings for the new school year. Students have shared confidentially their thoughts around who they believe they work best with and current classroom teachers have carefully considered the issues to be taken on, when groups for 2022 are being constructed. Before the end of the year, we will hold a transition day, allowing students to gain some familiarity with 2022 arrangements. A State-wide Transition Day is scheduled for Tuesday 7th December for Grade 6 students visiting their 2022 secondary schools.
Pupil Free Day: Monday 6th December
Parents COVID Advice
All parent helpers or those attending face to face meetings in Victorian schools need to be fully vaccinated or have a current medical exemption. This does not include a parent/carer dropping a child off or picking up a child.
However, it does apply to the following;
As a school we are required to collect and record the following information;
I appreciate that this is another layer of complexity, however, I simply ask you to understand and appreciate that this is a clear and unambiguous directive from the Department. Thank you for your continued support.
Self-regulation is the ability to understand and manage your behaviour and your reactions to feelings and things happening around you. It includes being able to:
As your child grows, self-regulation helps them:
Children develop self-regulation through warm and responsive relationships. They also develop it by watching the adults around them.
Self-regulation starts when children are babies. It develops most in the toddler and preschool years, but it also keeps developing right into adulthood.
For example, babies might suck their fingers for comfort or look away from their caregivers if they need a break from attention or are getting tired.
Toddlers can wait short times for food and toys. But toddlers might still snatch toys from other children if it’s something they really want. And tantrums happen when toddlers are overwhelmed by strong emotions.
Preschoolers are starting to know how to play with other children and understand what’s expected of them. For example, a preschooler might try to speak in a soft voice if you’re at the movies.
School-age children are getting better at controlling their own wants and needs, imagining other people’s perspectives and seeing both sides of a situation. This means, for example, that they might be able to disagree with other children without having an argument.
Preteens and teenagers are better at planning, sticking with difficult tasks, behaving in socially appropriate ways, and considering how their behaviour affects other people. For example, your teenage child might think about your perspective when they’re negotiating with you about their curfew.
Children who typically feel things strongly and intensely find it harder to self-regulate. It isn’t as hard for children who are more easy going. Even older children and teenagers sometimes struggle with self-regulation.
Here are some practical ways you can help your child learn and practise self-regulation:
It’s important to match your expectations of behaviour to your child’s age and stage of development. This can help your child avoid the frustration that comes with not having the skills or understanding to do what they’re asked.
From time to time, different things can affect your child’s ability to self-regulate.
For example, tiredness, illness and changes to your child’s routine can all affect your child’s ability to regulate their reactions and behaviour. Also, some children have great self-regulation at child care, school or sport, but find it hard at home. Other children struggle in busy, noisy places like shopping centres. And as children get older, self-regulation might be challenging if they have a lot of assessment tasks or relationship difficulties.
Although these problems with self-regulation are fairly typical, it’s a good idea to speak with a professional if you’re worried about your child’s behaviour or you’re having trouble with your child’s behaviour as they get older. For example, you could talk to your GP, your child and family health nurse, or your child’s child care educator or teacher.
Consider seeking professional help if your child: