今日吃瓜

As the end of the聽school聽year draws to a close it is an appropriate time to sincerely thank all聽members of聽our聽Marist family. To our聽staff, parents,聽and students, we are grateful for your efforts, collaboration聽and perseverance. Together we made 2021 another聽productive and聽fruitful year, enabled by the Marist characteristics of聽the love of work, presence and simplicity, essential ingredients for聽growth.

Growth occurs in many forms, be it聽in聽the human mind,聽a muscle,聽the body,聽learning an instrument, attuning to a new friendship or relationship,聽or learning new skills and content. Regardless of where the growth happens, the same formula applies: stress+ rest = growth.聽 Those mathematicians and scientists out there are very familiar with balancing equations. What you do to one side of an聽equation聽will be reflected聽on the other. If there is too much stress and not enough rest, growth will be inhibited.聽Likewise,聽if there is too much rest and not enough stress, growth will be inhibited. Rest comes in many forms and is quite individual. Play, laughter and fun are excellent rest providers, as are prayer, sleep, self-reflection, silence,聽and meditation.

Our hope is that the holiday聽period聽provides all students and staff with a great opportunity for down time and rest. In many聽ways,聽learning stress聽is聽heightened聽as we conclude the year, but that鈥檚 okay 鈥� we聽can now聽look forward to a longer period of well-deserved rest and relaxation,聽to balance the equation.

We wish you all a happy, holy,聽and restful holiday聽break聽and we look forward to welcoming you back in 2022,聽well-rested and ready for another wonderful year of growth.

Term Dates 鈥� 2022

Click here to view the term dates for 2022

Reporting

今日吃瓜 is committed to聽an academic reporting process which if fulsome, timely and accurate. Families may have noted that Semester Two reports contain both a聽Course Grade聽and a聽State Grade.聽In the past, students have received a state grade only, which is reflection of how your child has progressed against the achievement standards of the Western Australian Curriculum and the state cohort. As of Semester Two 2021, 今日吃瓜 will also communicate a course grade. This grade reflects your child鈥檚 achievement in the learning program and assessments of the course delivered.

In many instances, your child will receive the same letter for both their course and state grade. However, there may the times where your child receives two聽different letter grades for the same subject. For example, a student in Year Ten Extension Mathematics may receive a State 鈥楢鈥� grade, but they receive a 鈥楥鈥� Course grade. This affirms that the student is demonstrating excellent achievement when compared to the state cohort. However, the student has received a 鈥楥鈥� Course grade as a reflection of their achievement within the extended curriculum they have accessed.
Please note that Religious Education, Year Nine Design Thinking and Year Ten Just Start It do not receive state grades.

Australian Curriculum judging standards are used to discern the end of year grade of student reports across the College. It is important to acknowledge the variety of inputs that are taken into consideration when reporting on each learning area. These inputs include, but are not limited to, formative and summative assessment, observations and running records. Learning attributes provide families and students with an insight into how students apply themselves to their learning and the classroom environment.

Families in Years K 鈥撀�10聽will have access to their reports from 4.00pm on Thursday聽9聽December.

Please ensure you can log into SEQTA to retrieve the reports. Any families leaving 今日吃瓜,聽including聽our class of 2021 students,聽are reminded to download all reports from SEQTA as聽files will be archived at聽the聽end of December and will聽no longer be accessible.

Thank you to all teachers for their preparation, professionalism, and attention to accurate and meaningful reporting as a critical element of our learning cycle.

Allwell Testing聽

Allwell Reports for Years 2, 4, 8 and 10 will be available on SEQTA from 4.00pm on Thursday 9 December. Our current Year 6 and new Year 7 2022 Allwell results will be uploaded on SEQTA in 2022.

Christmas Carols聽

Unfortunately, due to the forecast of very hot weather, we had to cancel our carols event that had been scheduled for Wednesday 8 December.聽聽This decision was made to ensure the health and safety of students, staff, and family members.

Students聽did get the opportunity to sing聽their carols and a聽virtual concert聽was created.聽 This聽can be viewed聽on our YouTube channel聽by clicking聽

We hope you enjoy the presentation.聽 Merry Christmas!!!!

Marcellin Awards Ceremonies

On Thursday 25 November, students in Years 7 鈥� 11 came together to鈥痗elebrate their many achievements.

Click here for a full list of Award Winners.

叠辞辞办濒颈蝉迟蝉听

To provide students with consistent, predictable routines at the commencement of each day we will be moving Pastoral Care Group (PCG) to the beginning of the day. PCG class is critically important for relationship building, delivery of important messages and wellbeing programs, and for reiterating whole of school expectations in relation to our 今日吃瓜 Norms.聽聽 This change has occurred after feedback from both students and staff on the effectiveness of the PCG classes in relation to the intent of the program. Period times for 2022 are listed below.

Booklists are鈥痑vailable here.

Learning Support Audit

Associate Professor Dianne Chambers, a well-respected author, presenter, and lecturer from the University of Notre Dame, conducted an audit this year of our Learning and Education Support structures, processes and policies. We now have her report, and we look forward to planning the enaction of the recommendations as a priority聽in the near future. The executive summary can be found below. If you are interested in hearing more about the report findings, please contact me directly via聽lucie.McCrory@newman.wa.edu.au .

Executive Summary聽

The review of learning and education support at 今日吃瓜 was undertaken as part of a regular review of processes and provisions offered at the school to support students with additional needs and disabilities. The remit for the researcher was to gather data by way of interviews with key stakeholders (leadership, teachers), examination of documents (policy, job descriptions and planning formats) and through focus group interviews (parents and students). These data were collected over the period of one month and provided an overview of the learning and education support services offered at 今日吃瓜 and the perception of these services by key stakeholders.

The results from analysing the data are presented in aggregated form to ensure any one individual was not identified, although most who provided information were not concerned about their voices being heard (and welcomed this approach). The results indicated that there were many staff at the college who were exemplary聽in regards to聽their support of students with additional needs and disabilities, and that these staff should be highly valued by the college and their knowledge shared with all staff.

There were聽a number of聽areas identified that could be strengthened including: teacher expectations; planning; behavioural approach; role clarification; funding; communication; and training. Each of聽these areas are discussed in relation to measures that can be taken to improve processes at the college. There are four main recommendations that the researcher suggests are most critical for the college to consider. These are:

1. Clarification of roles in the diversity team and employment of additional learning support personnel.
2. Examination of behavioural expectations and consequences, including development of strategies to address anxiety across the college.
3. Provide additional training for teachers in providing reasonable adjustments in the classroom.
4. Communicate any changes/directions in the college clearly to parents.

It is hoped that these recommendations will assist the college in strengthening its use of evidence-based practices to support students with disabilities across all campuses and to ensure consistency in approaches taken.

Staff Farewells聽

The following members of the College community will be leaving us to explore new pathways.聽 The College would like to thank them for their dedication, service and support they afforded to both students and staff.聽 Our wish for you is that your Marist spirituality continues鈥痶o give you strength鈥痑nd that you take away fond memories of your time here at 今日吃瓜.

Paul聽Cranley, Torren聽Diletti, Debra Needham, Joe聽Ricciardone, Steven聽Tsocas, Edward York, Catherine Bagg, Suzanne Hunter, Teresa Fisher, Sofia Ward, Maree Grayden, Dixie Johnstone, Shannon Young.

Code of Conduct聽

The Keeping Safe Child Protection curriculum is a program that spans from 3 years up to Year 12.聽 Our College delivers this curriculum during classroom teaching, and through the Wellbeing Programs and Health curriculum.

As a Catholic community we are committed to educating the whole person.聽In order to聽do this, we need to ensure a safe, supportive and engaging environment. The basis for this environment is that all in the community model what healthy, respectful relationships look like. The Code of Conduct is the definitive guide to the behaviours we want to model to, and expect from, our children and young people. We want to create a culture that assists our children and young people on their learning journey. We can only achieve such a culture in partnership with all who participate in our community.聽The Keeping Safe Child Protection curriculum is a program that spans from 3 years up to Year 12.聽 Our College delivers this curriculum during classroom teaching, and through the Wellbeing Programs and Health curriculum.

A reminder to all families that the Code of Conduct can be accessed via the College聽website. The Code is mandated by Catholic Education Western Australia and the application of the code extends to all staff, students, parents, guardians, caregivers and volunteers.

Any perceived breaches of the Code can be discussed with a member of the Senior Leadership Team. As always, if students ever need support, they are encouraged to contact their Leader of Wellbeing, a College psychologist, Counsellor or classroom teacher.

The Code seeks to value the dignity of every person, foster positive relationships, ensure聽confidentiality and accountability and supports professional boundaries. Events held during school hours, and聽those聽College associated聽events outside of school hours are also supported by the Code of Conduct. Additionally, postings on social media platforms that identify the College or College events are bound by the Code of Conduct.聽We thank you in advance for your understanding and look forward to a positive partnership that supports our students, your children.

This is the second last newsletter for the 2021 year. Our final newsletter will be published during Week 9 of Term 4.聽 The next few weeks will be busy for staff, students, and families alike as we embrace the activities that the end of year inevitably brings. We are finalising our student leaders in the Primary school, welcoming our new community members into the Newman family with our Kindergarten Orientation and Year 7 Transition Workshops this week. We would love for you to save the date for our PK-12 Christmas Carols evening on December the 8, hosted by our Primary students.

As you would be aware from the聽Principal鈥檚聽announcement in the last edition of the newsletter, our Marian campus relocation and our new Primary school build will be occurring over the next two years. From 2022, we have appointed a Deputy聽Principal聽Primary, Mrs Lisa聽McClue. Lisa will exercise leadership of the PK to Year 6 Primary school. Ms Katya Anderson, Leader of Learning, will oversee the Teaching and Learning of the Primary school. Mr Stuart McClorey, Leader of Wellbeing, will oversee Wellbeing in the Primary school.

It is an exciting time for 今日吃瓜 and this final amalgamation of our Marist school on to one campus is nearly fifty years in the making. The transitionary stage over the next two years presents as a perfect opportunity for the College to conduct alignment audits to ensure our learning, wellbeing, uniform, booklists, Guilds, technology, leadership structures, policies and internal processes and practices are consistent and appropriately sequenced from PK to Year 12. We look forward to engaging our parent and student community in discussions next year, to glean your insight into our historical practices and to honour and leverage our heritage as we move forward into this new space.

Key Dates 鈥� next fortnight

Click here to view the key dates for the next fortnight.

End of Year Reporting聽

The College uses the Australian Curriculum judging standards across the College to discern the end of year grades of student reports.聽聽Consideration is given to a variety of inputs such as, observations, running records, summative and formative assessments, to report on each learning area.聽聽I thank our teaching staff for their diligence, accuracy, and professionalism used to prepare meaningful reporting as a critical element of our Learning Cycle.

Leaders of Wellbeing 鈥� Marcellin Campus 2022

We are pleased to confirm the following Leaders of Wellbeing for 2022:

• Year 7聽 Mrs Rebecca聽Bramanto
• Year 8 Miss Kelly Johnson
• Year 9 Mr Jordan Naylor
• Year 10 Miss Regan Dyer
• Year 11 Miss Gemma聽Beekink
• Year 12 Mr Mat Puljiz

2022 Staffing

The College congratulates existing members of staff聽on聽their new appointments聽for聽2022.聽 We also look forward to welcoming new staff members to our College Community.

Please to view these appointments.

2022 Term Dates聽聽

Term 1聽

• Staff聽commence: Tuesday 25 January
• Students聽commence: K-6, 7 &聽12,聽and New Students聽–聽Monday 31 January
• Students聽commence: Years 8 鈥� 11聽students-聽Tuesday 01 February
• Pupil Free Day 鈥� Labour Day聽(Public Holiday)聽–聽Monday 7 March
• Term聽concludes for staff and students: Friday 8 April

Term 2

• Pupil Free Day聽鈥� Anzac Day: Monday 25 April
• Students聽commence: PK-12聽students聽– Tuesday 26 April
• Pupil Free Day 鈥� WA Day (Public Holiday)聽鈥� Monday 6 June
• Term聽concludes聽for staff and students: Friday 1 July

Term 3聽

• Pupil Free Day聽鈥� Staff Faith Formation Day: Monday 18 July
• Pupil Free Day聽鈥� K-12 Parent/Student/Teacher Interviews: Tuesday 19 July
• Students聽commence: PK-12聽students聽鈥� Wednesday 20 July
• Pupil Free Day聽鈥� Staff Professional Learning: Friday 12 August
• Pupil Free Day聽鈥� CEWA Faith Day: Monday 15 August
• Term concludes for Y12 students: Thursday 22 September
• Term concludes for staff and students PK-11: Friday 23 September

Term 4聽

• Pupil Free Day聽鈥� Staff聽Professional Learning: Monday 10 October
• Students commence: PK-12聽students聽鈥� Tuesday 11 October
• Term concludes for Y11 students: Thursday 24 November
• Term concludes for聽Y10 students:聽Friday 02 December
• Term concludes for聽PK-9聽students: Thursday 8 December
• Staff Professional Learning: Friday 9 December
• Staff Professional Learning: Monday聽12 December

Pastoral Care Group聽

To provide students with consistent, predictable routines at the commencement of each day we will be moving Pastoral Care Group (PCG) to the beginning of the day. PCG class is critically important for relationship building, delivery of important messages and wellbeing programs, and for reiterating whole of school expectations in relation to our 今日吃瓜 Norms.聽聽 This change has occurred after feedback from both students and staff on the effectiveness of the PCG classes in relation to the intent of the program. Period times for 2022 are listed below.

College Main Switchboard

Please be advised, in order to answer incoming calls more effectively, we have changed the options order to select specific areas within the College.

1. Enrolment Queries
2. Student聽Absentees Secondary
3. Sick bay
4. Accounts
5. Marian Campus聽(PK-2)
6. Lavalla Campus聽(3-6)
7. All other enquiries

Instrumental Program聽

If you would like your child to learn an instrument through the College in 2022, please click on the applicable link below to complete聽an application form.聽 Forms must be submitted by聽03 December 2021.

Queries should be direct to
Elaine Knight elaine.knight@newman.wa.edu.au or 9204 9485
Margaret Goldsmith Margaret.goldsmith@newman.wa.edu.au or 9204 9488

Bathers and Rash Vests聽鈥撀燦on-negotiable聽changes

The College is introducing new College bathers and rash vests next year 2022, which will be available for purchase in January.聽聽In keeping with College uniform expectations, students are required to adhere to the following changes relating to College bathers and rash shirts.

• Years 1-2 – No change.聽聽Students continue to wear their own personal bathers and rash vests.
• Years 3-6聽(2021)聽鈥撀燙ollege bathers and rash vests are compulsory.
• Years 3-9聽(2022)聽–聽College bathers and rash vests will be compulsory.

Students may wear the older version of the College bathers and rash vests during 2022, as a transition year.聽聽Otherwise聽new bathers and rash shirt must be purchased.

• Years 3-10 (2023) 鈥� New style College bathers and rash vests will be compulsory. No old bathers or rash vests can be worn.

The rationale behind this decision sits with sun safety and consistent, moderate, and protective bather choice for both boys and girls.聽Australia has one of the highest rates of聽skin cancer聽in the world. Each year almost 2000 Australians die from this almost entirely preventable disease. Our students find it difficult to apply fresh sunscreen on all parts of the body prior to the swimming lessons in HPE during Terms 1 and 4. The rash vest will provide additional protection during the swimming lessons.

Learning Support Audit

Associate Professor Dianne Chambers, a well-respected author, presenter, and lecturer from the University of Notre Dame, conducted an audit this year of our Learning and Education Support structures, processes and policies. We now have her report, and we look forward to planning the enaction of the recommendations as a priority聽in the near future. The executive summary can be found below. If you are interested in hearing more about the report findings, please contact me directly via聽lucie.McCrory@newman.wa.edu.au .

Executive Summary聽

The review of learning and education support at 今日吃瓜 was undertaken as part of a regular review of processes and provisions offered at the school to support students with additional needs and disabilities. The remit for the researcher was to gather data by way of interviews with key stakeholders (leadership, teachers), examination of documents (policy, job descriptions and planning formats) and through focus group interviews (parents and students). These data were collected over the period of one month and provided an overview of the learning and education support services offered at 今日吃瓜 and the perception of these services by key stakeholders.

The results from analysing the data are presented in aggregated form to ensure any one individual was not identified, although most who provided information were not concerned about their voices being heard (and welcomed this approach). The results indicated that there were many staff at the college who were exemplary聽in regards to聽their support of students with additional needs and disabilities, and that these staff should be highly valued by the college and their knowledge shared with all staff.

There were聽a number of聽areas identified that could be strengthened including: teacher expectations; planning; behavioural approach; role clarification; funding; communication; and training. Each of聽these areas are discussed in relation to measures that can be taken to improve processes at the college. There are four main recommendations that the researcher suggests are most critical for the college to consider. These are:

1. Clarification of roles in the diversity team and employment of additional learning support personnel.
2. Examination of behavioural expectations and consequences, including development of strategies to address anxiety across the college.
3. Provide additional training for teachers in providing reasonable adjustments in the classroom.
4. Communicate any changes/directions in the college clearly to parents.

It is hoped that these recommendations will assist the college in strengthening its use of evidence-based practices to support students with disabilities across all campuses and to ensure consistency in approaches taken.

Code of Conduct聽

The Keeping Safe Child Protection curriculum is a program that spans from 3 years up to Year 12.聽 Our College delivers this curriculum during classroom teaching, and through the Wellbeing Programs and Health curriculum.

As a Catholic community we are committed to educating the whole person.聽In order to聽do this, we need to ensure a safe, supportive and engaging environment. The basis for this environment is that all in the community model what healthy, respectful relationships look like. The Code of Conduct is the definitive guide to the behaviours we want to model to, and expect from, our children and young people. We want to create a culture that assists our children and young people on their learning journey. We can only achieve such a culture in partnership with all who participate in our community.聽The Keeping Safe Child Protection curriculum is a program that spans from 3 years up to Year 12.聽 Our College delivers this curriculum during classroom teaching, and through the Wellbeing Programs and Health curriculum.

A reminder to all families that the Code of Conduct can be accessed via the College聽website. The Code is mandated by Catholic Education Western Australia and the application of the code extends to all staff, students, parents, guardians, caregivers and volunteers.

Any perceived breaches of the Code can be discussed with a member of the Senior Leadership Team. As always, if students ever need support, they are encouraged to contact their Leader of Wellbeing, a College psychologist, Counsellor or classroom teacher.

The Code seeks to value the dignity of every person, foster positive relationships, ensure聽confidentiality and accountability and supports professional boundaries. Events held during school hours, and聽those聽College associated聽events outside of school hours are also supported by the Code of Conduct. Additionally, postings on social media platforms that identify the College or College events are bound by the Code of Conduct.聽We thank you in advance for your understanding and look forward to a positive partnership that supports our students, your children.