Dear Parents and Guardians,      

Welcome to Week 4. It is hard to believe that we are in Week 4 already and the children have been introduced and engaged in many programs during the Term.       

Second Step      

This Term all classes are introduced to the Second Step Program. Second Step SEL is research-based, teacher-informed, and classroom-tested to promote the social-emotional development, safety, and well-being of children from Early Learning through Grade 8. Children learn and practice vital skills for listening and paying attention, having empathy, managing emotions, building friendships, and solving problems with others. The 25-minute interactive lessons and discussion-based activities with distinct grade-level experiences. The lessons focus on Social-Emotional Learning:    

• • Mindsets & Goals    

• • Recognising Bullying & Harassment    
• • Thoughts, Emotions, & Decisions    
• • Managing Relationships & Social Conflict     

These lessons will continue throughout the Year for Prep to Year 6.    

Zones of Regulation    

The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete-coloured zones. The Zones of Regulation uses four colours to help children self-identify how they’re feeling and categorise it based on colour. The curriculum also helps children better understand their emotions, sensory needs, and thinking patterns. They learn different strategies to help them cope and manage their emotions based on which colour zone they’re in.    

The Green Zone    

The green zone is used to describe when you’re in a calm state of alertness    

Being in the green zone means you are calm, focused, happy, or ready to learn. This is predominantly the state you want your child to be in.    

It’s also the state most needed in the classroom in order to learn.      

The Yellow Zone    

The yellow zone describes when you have a heightened sense of alertness. This isn’t always a bad thing, and you still have some control of your actions when you’re in the yellow zone.    

Being in the yellow means you may feel frustrated, anxious or nervous. But, it could also mean you’re feeling excited, silly, or hyper – which is okay in the right situations.     

The Red Zone    

The red zone describes an extremely heightened state of intense emotions. When a person reaches the red zone, they’re no longer able to control their emotions or reactions.    

Being in the red zone means you’re feeling anger, rage, terror, or complete devastation and feel out of control.    

The Blue Zone    

The blue zone, on the other hand, is used when a person is feeling low states of alertness or arousal. When you’re in the blue zone you may be feeling down – sad, sick, tired, or bored. You’re still in control, as you are in the yellow zone, but with low energy emotions.   

Positive Behaviour for Learning    

Our school community has identified the following school wide expectations to teach and promote our high standards of responsible behaviour:    

• Be Respectful   
• Be Responsible   
• Be Resilient   
• Be Ready for Learning   

PB4L assemblies take place on Monday’s at 2pm followed by Second Step lessons.   

Personalised Learning Plans (PLPs)    

Over the next few weeks the teachers will be in the process of writing Personalised Learning Plans (PLPs). Personalised learning is a process that supports a wide range of students with additional learning and support needs. This includes students who may require support in one or more of the following areas: learning (including high potential learners), behaviour, social/emotional, cultural/language (including international students, boarders and learners of English as an Additional Language or Dialect) and those who have educational support needs arising from disability.   

Teachers, with the support of the Leader of Diversity, and in consultation with parents, collaboratively decide which adjustments and/or goals are to be targeted and determine appropriate strategies and supports to be implemented. It is the teacher’s responsibility to implement these planned strategies in order to support students to meet their goals.    

Teachers will direct School Officer support and plan for adjustments on a weekly basis. Teachers communicate weekly with School Officers regarding student progress and make adjustments as needed.   

Evidence is collected regularly and uploaded to ENGAGE. PLP meetings are set 6 monthly and will determine if current goals have been achieved before setting further goals. The teachers will meet with Parents of PLP students in Week 8 of this Term.  

Last week Ms Heather Alison our School Counsellor visited us in Weipa providing her service to St. Joseph's School. Ms Heather will be visiting again in Week 7 of this Term.  

Visitors    

Week 5: Rebekah Wegner - Consultant for Inclusive Education will be arriving to support teachers and students. on Monday 20th February –Wednesday 22nd February.  

Week 7: This week from Wednesday 8th March to Thursday 9th of March we have Vicki Reinmann - Psychologist Inclusion from Cairns Catholic Education visiting and supporting teachers and students.   

If you have any questions please feel free to contact me at a convenient time that suits.   

My email address is   mturner@cns.catholic.edu.au  
 Kind Regards,   

Melanie Turner.