St Ita's Primary School Drouin
PDF Details

Newsletter QR Code

50 Victoria Street
Drouin VIC 3818
Subscribe: https://stitaspsdrouin.schoolzineplus.com/subscribe

Email: admin@stidrouin.catholic.edu.au
Phone: 03 5623 7222

T4 W3 2022 Newsletter

Filter Content

T4 W3 2022 Newsletter

welcome_to_country.png

St Ita’s Catholic Primary School acknowledges and pays respect to the past, present and future Traditional Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples. 

    principal.jpg

    MELBOURNE CUP EVE HOLIDAY 

    AA_Melb_Cup.png

    An important reminder to all families that we will have a school closure day on Monday 31st and Tuesday 1st of November for the running of the Melbourne Cup. There will be no school for students on this day.

     CLASS STRUCTURES FOR 2023

    Class structures for 2023 have now be finalised, and will be as follows;

    • 3 x Foundation
    • 3 x Grade 1
    • 3 x Grade 2
    • 5 x Grade 3-4
    • 4 x Grade 5-6

    We are currently in the planning process of allocating staff into the various grade levels, and we will inform our parent community in the coming weeks of final staff placements for 2023.

    TEACHING STUDENTS TO BE INCLUSIVE

    AA_Inclusive.jpg

    Belonging is a strong need of all humans. It is through connection with others that we thrive and flourish. Being isolated or excluded really hurts and we all feel it inside, irrespective of whether the exclusion is intentional or accidental. For some students, it can be harder to build Social Capital and find valued membership in their school community.

    At St Ita’s we aspire to be proactive in creating a community of ‘includers’ and a culture of inclusion in which all students feel a sense of belonging. This is a key component of our Whole School Approach to Positive Behaviours or (WSAPB)

    We want all our students to be includers; the idea is that it becomes a more natural thing around the school and creates an inclusive culture. It’s not enough to teach students what not to do; we also must teach them what to do to promote kindness, compassion, and inclusion among their peers. St Ita’s teachers want to help all our young people to understand what inclusion is and how to do it in their everyday actions.

    IDEAS

    For some kids, finding playmates is as simple as standing near a group and saying, “Can I play?” For many kids, however, joining groups at play isn’t so easy. Sliding in and out of groups is a fairly advanced social skill, and young people don’t necessarily know how to get involved in a group that’s already formed.

    Some young people may have more difficulty than their peers developing social and emotional skills and may struggle to connect with others. Additionally, certain students might be excluded from daily moments of fellowship and connection with peers in these types of ways:

    • Passively excluded – where other students might not think to involve the student
    • Actively excluded – where other students might intentionally exclude the student
    • Actively persecuted – where other students might bully the student through unkind words or actions that adversely impact on the student emotionally and/or physically.

    For example, primary-school aged students often feel comfortable following a routine and tend to sit at the same table or play with the same peers at break times, but this can mean that other students are unintentionally left out. This is an example of passive exclusion and is more commonly experienced by students who find it harder to connect with others and develop friendships. Passive or unintentional exclusion can lead to young people feeling left out or excluded even when there was no malicious intent from others.

    Children tend to be self-oriented, insular and can be unaware to the unspoken needs of others including their peers. Adults, including school staff, play an important role in showing students how to perceive and respond to other’s needs. It’s normal for kids to get caught up in their usual groups. However, by showing the benefits of including others, adults can teach young people to look out for others who feel lonely and show how to act in intentional ways to help others be included.

    TALK ABOUT UNINTENTIONAL EXCLUSION AND ENCOURAGE EMPATHY

    As adults, we may ignore or down play a child’s behaviour because it was not intended to be mean or hurtful but young people need our help to learn about acceptable behaviours and when we point out exclusionary behaviour in a non-judgmental and encouraging way they have an opportunity to learn. Talking with young people about what it means to exclude and how to include others helps build empathy and compassion and can prevent unintentional exclusion. Teaching students and staff to be aware of their own actions will help reduce any unintentional exclusion on their part. The questions we ask and the conversations we stimulate with young people teach them what to pay attention to and can shift their focus from all about me to others and help them to draw connections between being excluded and possible negative emotions and between being included and possible positive emotions.

    One way to support young people to think about how they would feel in certain situations is by using the approach: If this was happening to you how would it make you feel. For example, an educator could talk with their students about the following scenarios:

    • If a student is always the last person to be selected in the PE class teams then they may feel left out or unwanted and may not perform as well as they would if they were selected earlier. How can we change things to make sure that doesn’t happen?
    • If a student is sitting outside the class circle, then that student may not feel like they belong and are part of the class. What can we do to change that?
    • If the student can’t tie a tie or do up buttons on their uniform shirt then that student may not feel good about getting dressed for school and wearing the school uniform. How can we overcome that?
    • If we choose to go to the museum with lots of steps for a class excursion, then a student who uses a walking frame may not want to go because it will be hard to move around the museum. How can we make it different?

    DRAW ON EXPERIENCES

    Everyone has that memory of when they were the new student or have just joined a club or walked into a room where it seems like everyone has known each other forever. Adults can help young people to draw on this memory pausing and thinking about how it felt and what would have made it easier. A conversation like this is a powerful tool for school staff to encourage students to look out for others who may be left out or finding it hard to join in.   

    The following questions were suggested for parents to use when chatting with their child/ren about how school is going, however they are also useful for school staff to help students draw on their own experiences to motivate inclusionary behaviour:

    Are there any new kids in your class this year?

    Do you remember when you were the new kid? That was hard, right?

    How can you help this new kid feel welcome?

    You had a good day. Do you think anyone in your class may have had a tough one today? Why?

    TEACH LOOKING OUT FOR OTHERS

    Schools can teach students ways to scan and read an environment/situation to look for someone who is alone and might need a friend. Teaching students how to meet and interact with new people is a good place to start. For example, teaching students how to introduce themselves and strike up a conversation, even if it feels awkward, will support them to become includers. School staff can role model conversation skills; showing how easy it is, students will be more likely to give it a go. School staff can also create awareness by pointing out when someone is playing alone and encouraging another student to ask them to join in the activity. Adults can show how easy it is to look out for others, and how good it feels to be an includer. “Sometimes kids are simply oblivious. But they don’t have to stay that way. We can teach our kids to be aware of those who may feel lonely, left out, or simply too shy to reach out.”

    TEACH ‘FRIENDLY INVITATIONS’

    Children need to be taught how to and get into the habit of including others, otherwise they tend to assume that others will join in if they want to.[8] School staff can teach students to scan for peers who might be left out, in and out of the classroom, and seek them out with ‘friendly invitations’ such as:

    • Come join us! There’s lots of room.
    • Do you want to sit with us for lunch?
    • Do you like football? You can join our team!
    • Do you want to play chasey with us?
    • We always need extra players.
    • Are you looking for a game to play? Play with us!

    The above ‘friendly invitations’ can be taught and roleplayed with students in class and school staff can encourage students to practice using them. Students will become more comfortable with ‘friendly invitations’ when they are practiced regularly in and out of the classroom and they will find their own language for inviting others to join.

    PROVIDE OPPORTUNITIES FOR CONNECTION

    Some schools have implemented ‘Friendship Seats’ or ‘Buddy Benches’ to provide opportunities for connection especially for those who may be feeling isolated, bullied or are struggling to make friends. This teaches young people to reach out to other students who may be excluded and also, encourages those who feel excluded to put themselves in a position to connect with others. School staff can provide deliberate opportunities in and out of the classroom for students to connect with peers outside their friendship group; this is particularly important for students who struggle to make friends or aren’t part of a group. Other ideas for school staff to provide students with opportunities for connection including mixing up student learning partners or groups, setting up social clubs, or giving students an inclusion role.

    Another idea that some classes have adopted is to challenge each student to talk with someone they don't know well each week and make the effort to get to know them. The educator can then run activities with the class such as having students record and discuss what they discovered about their new friend including their strengths, interests, and hobbies.

    Another idea is to use this powerful video located on YouTube to help students see what Jack Kornfield describes as the “goodness in another being” The video could be shown at home and kids write about the acts of kindness that they see in it.

    ENCOURAGE KINDNESS

    Research supports the vast benefits of teaching young people to be kind and compassionate. Kids get a lot of corrective feedback when they make mistakes, but they don’t always get positive feedback for acts of kindness and compassion. When kids learn to empathize with others and show compassion for their peers, being an “includer” becomes automatic. They learn to look for the lonely and consider how kids on the outside of the group might feel, and this motivates them to be the positive change who invites others into the fold.

    Schools can support students to develop kindness and inclusion by ensuring they recognize not only academic achievement but acts of inclusion and other prosocial behaviours. Students will feel proud when they are acknowledged for acting in ways that make sure the same child isn’t always picked last or for actively including other students during recess and lunch.

    TEACH THE DIFFERENCE BETWEEN CLIQUES AND FRIENDSHIPS

    In addition to parents and families, school staff play an important role in teaching young people to be ‘includers’; helping them understand that Favourite friends are okay. Cliques are not.

    A clique tends to be a close-knit group that clearly communicates to those outside the group that “you aren’t welcome in our group we have enough friends”, “you aren’t as good as we are”, “we don’t want to play with anyone outside of our group today”

    School staff and parents play such an important role in teaching the right way to be inclusive. Its important that Parents have conversations outlining the difference between friendships and cliques, highlighting the impact of exclusion. And even more importantly, encouraging kids to keep their friendships clique-free.

    WHOLE SCHOOL APPROACH TO POSITIVE BEHAVIORS AWARD

    AA_WSAPB.png

    Commencing from our next assembly, we will be replacing the Student of the Week Award with the Whole School Approach to Positive Behaviours (WSAPB) Award. Children who consistently display Teamwork, Resilience, Respect, Inclusiveness and Compassion in their daily schooling will be nominated by the teachers and peers and the School Executive will select 1-2 students each assembly to be the recipient.

    Important_Infrormation.jfif

    FOUNDATION MASS

    Our Foundation students will be attending Mass together on Thursday @ 9.30am, we welcome all parents or family members who wish to come along and help them celebrate.

    SOCKTOBER

    Socktober.jfif

    Our mini vinnies team have organised for all students to participate in 'Socktober' to celebrate Global Missions Week on Friday 28th October.  All students are encouraged to come to school wearing their best and craziest socks, or their craziest hair. 

    To help contribute to fundraising for Global Missions Week we ask that children bring a non-perishable can of food to donate to the Missions.

    VOLUNTEER INDUCTION SESSIONS

    Parents and volunteers wanting to help out in the classroom, can attend volunteer induction session on the following dates and times;
    • Tuesday 25th October 2022 @ 9am
    • Thursday 27th October 2022 @ 3.00pm

    The session will take approximately 15 minutes, and we have scheduled them so that they coincide with pick up and drop off times.  If you have previously completed the induction training there is no need to attend another session, this is specifically aimed at parents/volunteers who have not attended an induction session.

    A reminder to all volunteers, you will need to sign in at the Admin Office prior to heading down to the classroom, please ensure you have your current Working With Children Check (WWCC) with you as we will need to make a copy for our records.

    CALENDAR DATES

    We encourage all families to keep checking the our school calendar at the bottom of our newsletter for updates.  Term 4 will be a busy time for all of our students, especially our Grade 6 students.  A few important dates parents should be aware of are;

    18th November - Junior Athletics

    29th November - Marist Orientation Day

    5th December  - Triathlon

    6th December - Grade 6 Graduation Mass and Supper @ Drouin Golf Course

    12th December - Grade 6 Big Day Out

    13th December -  Drouin SC Orientation

    SWIMMING & WATER SAFETY PROGRAM

    Swimming_Program.png
    Our swimming and water safety program is set for Term 4, this year we have secured a booking with Gumbya World who will take all students through general water safety, and basic swim safety practices.  Lessons will be across two separate days as follows;

    Grade 3/4 - Monday 7th November 2022

    Grade 5/6 - Tuesday 25th October 2022

    SCHOOL HATS

    School_Hat.jfif

    As a part of our Sun Smart Policy all students are required to wear a hat while playing outside during Term 1 & Term 4.

    Please ensure that all children have a St Ita's hat as a part of their school uniform, and that they are bringing their hat to school daily.  If children do not bring a hat to school they will be only be able to play outside in the shaded areas during outside play times.

    THANK YOU

    Thankyou.jfif

    We would like to extend a big thank you to the parents who volunteered to be waitresses at the recent Baw Baw Big Blokes BBQ - Caitlin Miller, Chloe Earles, Elisha Upston, Karen Howie Casey, Karla Start, Samantha Harmes and Teagan Smethurst.  By all accounts the event was hugely successful, and we appreciate you volunteering your time to this worthy community event.

    SCHOOL FEES & CONCESSIONS

    A reminder to all families that all outstanding fees must be finalised by the end of Term 4. All school fees should be finalised in the year they are billed, if you are experiencing difficulty, or feel you will not be able to finalising payment please make contact with Beck at the Admin Office as soon as possible either by phone (03) 5623 7222 or via email admin@stidrouin.catholic.edu.au

    If any families would like to set up a weekly, fortnightly or monthly direct debit schedules for school fees, please complete the Direct Debit Form below and return to the school office.

    Student_Achievements.jpg

    GEELONG ADVERTISER BOOK REVIEWS

    Book_Reviews_1110.jpg
    Sports.png

    SPORTS NEWS

    Sports Teacher/Co-Ordinator: Hayley Roberts     

    Email:  hroberts@stidrouin.catholic.edu.au       

    RUNNING CLUB

    Running club is back on this Term! Every Wednesday morning from 8.30-8.50am on the bottom oval with Miss Roberts. Everyone welcome to run or walk. 

    Special mention to Ollie and Elijah Robinson who both completed 14 laps this morning! That’s 3kms, Well done boys. 

    Also to Summer Veale who ran 11 laps this morning, that’s 2.75kms. Well done Summer! 

    AA_Run_Club_Final.jpg
    Library_News.jpg

    LIBRARY NEWS

    Teacher: Mrs Catherine McKenna

    Email: cmckenna@stidrouin.catholic.edu.au

    BooKClub_Loop.jpg

    Book Club Issue 7 - CLICK HERE

    Orders close Monday 24th October for free delivery back to school. 

    You also have the home delivery option with an addition fee of $7.50

    PARISH NEWS

    HOW GREAT WE ARE

    191022.jfif

    The parable in this week's gospel (Luke18:9-14) is challenging for all of us to reflect on: the contrast between the great man who stands proud and tall and aggressively at the front of the temple proclaiming to the Creator and to all who see him what a heavy dude he is and the small man, the sinner, beaten down by life, who effaces himself at the back of the temple, quietly acknowledging his unworthiness.

    All of us can think of a "great man" in our contemporary experience who has those characteristics and instinctively we envisage ourselves as the humble sinner, the bloke on the right side of the story. However, if we dwell too long on the image, feeling righteous and justified, we begin to turn into the haughty, self-satisfied “great man" ourselves.

    Time and again our society has descended into proclaiming ourselves worthier than First Nations people, than non-Christians, than people of non- Anglo Saxon Celtic heritage, than people of varying sexual and gender orientations. And each time Jesus points us to the gospel story of “the Pharisee and the Publican.” In our daily lives we are called only to proclaim from the rooftops the Good News of the Kingdom, of redemption for all; of God's love for all humankind, equally and absolutely.

    Whenever we start seeing ourselves as superior to our neighbour either in status, smartness or holiness we begin to turn into that Pharisee. There is nothing so off-putting, so undermining of our message of "Good News", as the sanctimonious Christian who lets it be known that he/she has a "Royal Telephone" connection with God and is somehow better than everyone else.

    So we are called to immerse ourselves in the world around us, humbly confident, joyful and thankful of the salvation offered to all. That is how we carry the "Good News".

    Deacon Mark Kelly

    FIRST HOLY COMMUNION  GRADE 4 2022

    IMPORTANT DATES TO MARK IN YOUR DIARY

    Our information meeting for parents only will be held on Wednesday, October 19th and on Thursday, October 20th – please see more details below.
    We are looking forward to sharing this very special time in your child’s faith journey.


    For more enquires please contact Thérèse on 0439 306 642

    INFORMATION MEETING

    Wednesday 19th October at St Ita’s Church (Drouin) at 7pm OR Thursday 20th October at St Joseph’s Church, in the Marian Room (Warragul) at 7pm.

    COMMITMENT MASSES

    St Joseph’s Church, Warragul

    Saturday 22nd October, 7pm or Sunday 23rd October, 9am

    St Ita’s Church, Drouin

    Sunday 23rd October, 10:30am or Sunday 30th October, 10.30am

    PARENT WORKSHOP 1

    (Liturgy of The Word)

    Drouin: (St Ita’s Church): Wednesday 2nd November, 7pm

    Warragul: Marian Room (St Joseph’s Church): Thursday 3rd November, 4pm

    or 7pm

    SPECIAL TEACHING MASSES INVOLVING THE CHILDREN

    Teaching Mass 1: (Liturgy of The Word)

    St Joseph’s Church, Warragul

    Saturday 12th November, 7pm

    or

    Sunday 13th November, 9am

    St Ita’s Church, Drouin

    Sunday 13th November, 10:30am

    PARENT & CHILD WORKSHOP 2

    (Liturgy of The Eucharist)

    Drouin: (St Ita’s Church): Wednesday 16th November, 7pm

    Warragul: Marian Room (St Joseph’s Church): Thursday 17th  November, 4pm OR 7pm

    Teaching Mass 2: (Liturgy of The Eucharist)

    St Joseph’s Church, Warragul

    Saturday 19th November, 7pm 

                         Or

    Sunday  20th November, 9am

    St Ita’s Church, Drouin

    Sunday 20th November, 10:30am

    2nd RITE OF RECONCILIATION: (Preparation for First Communion)

    St Ita’s Church, Drouin  

    Wednesday 30th November, at 7pm

    St Joseph’s Church, Warragul  

    Thursday 1st December, at 7pm

    FIRST HOLY COMMUNION MASSES

    • Saturday 3rd December at 7pm, St Joseph’s – Warragul
    • Sunday 4th December at 9am, St Joseph’s – Warragul
    • Sunday 4th December at 10:30am, St Ita’s – Drouin
    • Sunday 11th December at 10:30am, St Ita’s - Drouin

    PARISH SACRAMENT ENQUIRIES

    Sacrament Enquiries:  Mrs Therese Meggetto

    Mobile: 0439 306 642 Email: Warragul.sacraments@cdsale.org.au

    facebook_2_.png

    Check out our Catholic Parishes of Warragul & Drouin Facebook presence.

    PUBLIC NOTICES

    CAMP AUSTRALIA

    Newsletter_Template_Halloween_1_good_copy.png

    PIANO & SINGING LESSONS

    Piano_Singing_Lessons.jpg

    DRUM AND GUITAR LESSONS

    Drums_and_Guitar_Tutoring_2021.jpg