Reflection 

Family life teaches us many things. It is often at home that we learn practical skills such as cooking, riding a bike, and making repairs. We also learn about caring at home. Love is the most important thing a family can share with one another. 

In this week’s Sunday Gospel reading, Jesus tried to teach his disciples how to love others beyond those who are closest to them. Jesus tells them to love even their enemies. Members of God’s family are called to do the same thing. 

You may like to spend some time reminding your children that Jesus does not expect them to be perfect. Jesus knows that they are human and will not always do everything correctly. If we reach out in love to others, we are doing exactly what Jesus did and what we should aspire to do.  

St Joseph’s Way 

Throughout the first three weeks of school the students have focused on the concept of St Joseph’s Way and what it means to be a part of St Joseph’s School Community. Discussions have taken place about who we are and what we are all about at St Joseph’s with many classes connecting with the school vision “Bringing Faith and Learning to Life”, the 4’s (Being Respectful, Responsible, Resilient and Ready for learning) and St Joseph the Worker and the qualities that Joseph had a father and faithful man.  

Some classes have also explored our school emblem and the meaning it holds for us as Catholic community and the rich history of Weipa. You might like to spend some time learning about the different elements which make up the logo and their significance.   

St Joseph School Logo 

Fish   

The Greek word for fish is ichthys. As early as the first century, Christians made an acrostic from this word: Iesous Christos Theou Yios Soter, i.e., Jesus Christ, Son of God, Saviour. The fish has a theological context as well, for Christ fed the multitude with two fishes and five loaves and called his disciples “fishers of men.” The two colours of the fish, the upper line, in orange, is the colour of bauxite, but it is also the colour of the sunset. Weipa sunsets are one of the defining features of the community, one of a few Queensland communities that enjoys the sun setting over water. It is a potent symbol the working day is over; it is time for rest and for families. The bottom line, in blue, is the colour of the Gulf waters and represents water, the giver of life, the water of baptism. The fish symbol has additional resonance for Weipa as a coastal community. For these residents the waters of the Gulf are a place of escape and relaxation away from the pressures and demands of a hard-working mining town. Local symbolism in the fish can be seen when overlaying the shape on an aerial photo of Weipa. In this interpretation the broken blue line embracing the Cross symbolises the opening of Albatross Bay, the top line of the tail is the Mission River, the bottom line is the Embley River, the tail is the Weipa Peninsula which is the location of the school. In this interpretation, the fish is swimming from the school towards Jesus in the form of the Cross.   

Cross    

The cross unambiguously identifies St Joseph’s as a Catholic school, together with the school’s name. The incorporation of the word ‘Parish’ is acknowledgement and recognition of the hard-working Parish members who worked tirelessly towards the school’s establishment. The cross is slightly angled within the logo, suggestive of the Southern Cross constellation. Being at the ‘eye’ of the fish, it symbolises the focus on Christ in all that the school does.   

Colours   

Blue (two shades) – the colour of the sea and the dry season sky. The colour of water, the giver of life, the water of baptism.   

Sunset Orange – the colour of the glorious Weipa sunset, the colour of the mined bauxite which is integral to the life of the community.   

Green – the colour of the lush wet season landscapes. Although not represented in the logo, it is used in other design elements.  

Wow!  What a fabulous fortnight we have had in Prep! In the last two weeks we have been working hard in Prep. The students have shown just how responsible and independent they are as they adjust to the expectations of learning in our classroom. 

We have started our InitiaLit lessons and have explored early literacy skills including word awareness, syllables, rhyming words and some initial sounds.  We have also focussed on sounds through our oral phonogram review and have started to discover blending and segmenting sounds in words. We love shared reading and discuss what we liked (or didn’t like) about the story. We are beginning to learn to write and draw a written response. 

In maths, we have been practising our counting skills to 20 with a stable number order, subitising collections, partitioning numbers and 2D shapes.  

We are continuing to examine the needs of living things in Science and this week we used our playdough to create a pretend animal and provide it with all the things it needs to survive. It was lots of fun!  Another fun learning activity we engaged in was ‘crazy hair’ pictures. We made these as we explored line as an element of art.  

Hi Year 1 families,  

This week in our health unit we have started to explore what identity is and how our unique strengths and qualities combine to create our own identity. We read the book ‘Be who you are’ by Todd Parr and looked at the different aspects that combine to create our identity. We started our identity posters by drawing a picture of ourselves. This will be added to over the next few weeks to complete a poster of our individual identity, strengths, and qualities. 

In maths this week we have been learning how to partition numbers up to 20. We have learnt that we can use many number combinations to make 20. We have also started learning about place value using tens and ones to represent numbers up to 99.   

In science we have continued our exploration of sound and light through musical instruments, items students have brought from home, and feeling the vibrations that sound makes through balloons.  

In literacy we are continuing to learn about reading and writing with daily lessons on the sounds letters make and how to put the sounds and letters together to create words and simple sentences.  

Reminder, 

Library day is Wednesday. 

PE is Thursday. 

Homework day is Monday. 

Have a wonderful week, Mrs Hamilton. 

Art with Year 2.

For The Arts learning area this term – Year 2 are completing a Visual Arts Unit. This comprises of learning different art techniques to be able to complete a self-portrait.  

In week one, we investigated all the different kinds of artists that did self-portraits over history. 

In week 2, we looked at sketching techniques. We concentrated on the importance of holding our pencils appropriately with a ‘light’ grip to ensure that we could get full mobility over the page. We practiced using light strokes of the pencil to slowly build up the lines. We also investigate face proportions to ensure that when we complete a self-portrait our facial attributes are in the correct place. 

In week 3, we investigated using shapes to create a self-portrait. We concentrated on trying to make the portraits 3D and jump off the page. We used curling, weaving and cutting techniques to create different textures.  

As you can see from our smiley faces – We had so much fun while we learnt our new techniques! 

Hello families of Year 3, 

It has been a busy few weeks in Year 3 as students have engaged in different concepts and topics. In English students have been looking at persuasive texts, and different books that try and persuade their audience. Look out on seesaw in the next few days for some updates!  

The first few weeks of this term students are exploring numbers beyond 10 000 and recognising, representing, and manipulating these. We have looked at the place value columns, used MABs to represent these numbers and even used calculators to make 5 digit numbers.  

As we moved towards the middle of term, there are some gentle reminders and upcoming events to look out for. Year 3 will participate in NAPLAN towards the end of term, as well as swimming lessons. We did an amazing job on assembly today, and next wee the whole school with gather for an Ash Wednesday liturgy.  

Gentle Reminders: 

• PE is Thursday – sports uniform please  
• Ensure a water bottle is brought to school 
• Homework due in Friday 
• Library is Friday – this is the day we borrow books 

I hope you all have a fantastic weekend!  

Emily 

This week in Year 4 we have been continuing establishing out class routine and learning the four expected behaviours in the classroom.  The students have been showing great examples of how they can be respectful, responsible, resilient and ready for learning. Well done Year 4.  

In Maths we have been learning about multiples and factors using a range of strategies including skip counting, factor trees, word problems and dice games. It has been wonderful to have Miss Libby work with us during lessons.  

In English this week, the focus has been on language features including similes, metaphors and alliteration. One key takeaway from our lessons is that similes always us the words “as” or “like “when describing something.  

In Religion, we have been breaking open the Bible to learn about the different parts and features of this sacred text. The students have spent time exploring the Old and New Testament, the maps and timelines to better understand where Jesus spent his time teaching in his ministry.  

We are looking forward to another great week of learning in Week 5.  

In the Senior Learning Hub, we have been busy learning about places close to us and countries around the world. We have been exploring persuasive and informative texts of these places. We have learnt how to identify and explain the reasoning for text features and language features. Keep a look out for some published work soon.  

In Mathematics, the Senior Learning Hub have been working independently to complete modules specific to their learning progress. Warm up games to get our brains ready for Maths this week have included headache, Jockey and North, South, East, West and Swap. Ask your child to play the game with you.  

Seniors will be bringing their laptops home this week to complete some homework. The work is an extension of the work we do in class, and we are excited to see some of your child's independent work at home.  

Kindest, 

Miss McLeish and Mr. Harrington.  

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.   

Do you have any plant cuttings, shrubs or small trees you would like to donate to our school for our gardens. Gardens are in full sun in summer.