Positive Behaviour for Learning (PBL)
Transcript of 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
The next stage in our PBL journey is to create
mascots that can be used to remember the values
of Respectful, Responsible and Resilient.
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
o School Assembly 2.30pm (Students Only)
Tuesday: 27.04
o
Wednesday: 28.04
o Staff Meeting 3.40pm- 5.00pm
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 Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 3 Monday: 03.05
o Parent Helper Course 9.00am till 10.00am
o School Assembly 2.30pm (Students Only)
Tuesday: 04.05
o
Wednesday: 05.05
o Staff Meeting 3.40pm- 5.00pm
Thursday: 06.05
o Mother’s Day Stall
Friday: 07.05
o Class Mass – Grade 1’s
o Mother’s Day High Tea (2.00pm – 3.00pm)
Saturday: 09.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 09.05
o Mother’s Day
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 4 Monday: 10.05
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
o Staff Meeting 3.40pm- 5.00pm
o NAPLAN – Grade 3 & 5
Thursday: 13.05
o NAPLAN – Grade 3 & 5
Friday: 14.05
o 2020 Catch Up Prep Dinner (Current Gr. 1
Parents)
Saturday: 15.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 16.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 5 Monday: 17.05
o Busy Box 8.45am till 9.45am
o School Assembly 2.30pm
Tuesday: 18.05
o Grade 4A Eucharist Family Formation
Evening 7.00pm – 8.00pm
Wednesday: 19.05
o Staff Meeting 3.40pm- 5.00pm
o Grade 4A Eucharist Family Formation
Evening 7.00pm – 8.00pm
Thursday: 20.05
o Grade 4A Eucharist Family Formation
Evening 7.00pm – 8.00pm
Friday: 21.05
o
Saturday: 22.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 23.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 6 Monday: 24.05
o Our Lady Help Of Christians Feast Day
o Busy Box 8.45am till 9.45am
o School Assembly 2.30pm
Tuesday: 25.05
o Staff Meeting 3.40pm- 5.00pm
Wednesday: 26.05
o Staff Meeting 3.40pm- 5.00pm
Thursday: 27.05
o
Friday: 28.05
o Class Mass – Grade 6’s
Week 7 Monday: 31.05
o Busy Box 8.45am till 9.45am
o Reporting & Moderation Week
o School Assembly 2.30pm
Tuesday: 01.06
o
Wednesday: 02.06
o Staff Meeting 3.40pm- 5.00pm
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
Week 8 Monday: 07.06
o Student House Activity Day
o Busy Box 8.45am till 9.45am
o School Assembly 2.30pm
Tuesday: 08.05
o Parent Support Group Meetings
Wednesday: 09.06
o Parent Support Group Meetings
o Staff Meeting 3.40pm- 5.00pm
Thursday: 10.06
o Parent Support Group Meetings
Friday: 11.06
o
Saturday: 12.06
o Commitment Masses for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 9 Monday: 14.06
o School Closure Day – Public Holiday
Tuesday: 15.06
o Parent Support Group Meetings
Wednesday: 16.06
o Parent Support Group Meetings
o Staff Meeting 3.40pm- 5.00pm
Thursday: 17.06
o Parent Support Group Meetings
Friday: 18.06
o
Week 10 Monday: 21.06
o Busy Box 8.45am till 9.45am
o School Assembly 2.30pm
Tuesday: 22.06
o
Wednesday: 23.06
o Staff Meeting 3.40pm- 5.00pm
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
Mathletics tasks set by the teacher reflecting the
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
Mathletics tasks set by the teacher reflecting the
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.