Jumbunna 12th August 2021

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Term Dates 2023

Term 1 - Fri 27th January to Thur 6th April

Term 2 - Mon 24th April to Fri 23rd June

Term 3 - Mon 10th July to Fri 15th September

Term 4 - Mon 2nd October to Wed 20th December

 

CURRICULUM DAYS FOR 2023

Curriculum days are student free days.

Friday 27th January

Monday 30th January
Monday 1st May

Monday 6th November

 

A Message from Ken and Lisa

New Building

It feels like a case of Déjà vu. We get handover of the new building during a Covid19 lockdown!

We are very excited that the building works are nearly all complete and we are able to use the new Admin/STEM building.

We expect that all the works will be finished before we resume on-site learning. We have included a few photos in the newsletter and a short video of the building and grounds will be included in tomorrow’s online assembly.

One of the most important changes to the school for parents is that the office is now located at the front of the new building facing Cirrus St.

We can hardly wait for the restrictions to lift so that we can share our new school with our students and parents!

 

 

Year 3/4 camp

It was a major disappointment to have to postpone the Year 3/4 camp scheduled for this week. I can assure parents that it will still go ahead next term.

In the meantime, I would like to congratulate the 3/4 team for their hard work planning the virtual camp activities and thank the parents for joining in with the fun. I especially liked the pancake baking!

The language of respectful relationships

by Michael Grose

“Sticks and stones may break my bones, but words will never hurt me.”

This reply to playground name-calling has been taught to children by generations of parents. While the sentiments are true, it demonstrates how destructive language can be when it’s used to hurt or humiliate.

Name-calling dehumanises the child or young person on the receiving end, making it easier for a perpetrator to bully, put down or abuse. The language of bullying and sexual abuse is deliberately vague and generalised making it easier to hurl insults about gender or ethnicity. It’s much harder to insult someone when real names are used as it becomes personal.

Bullying uses language that dehumanises. Respectful relationships has its own language, and it’s through this language that respect is shown, and personal safety and integrity are assured.

Parents can help children and young people to develop the language of respectful relationships in the following ways:

Use first or preferred names

The sound of a person’s name respectfully spoken is music to the listener’s ears. Teach kids to refer to other people by their first or preferred name. If a relative prefers to be called aunt or uncle rather than by their first name, then out of respect, encourage children and young people to adjust their language accordingly, even though you may not subscribe to such formalities. Politeness is respect in action.

Differentiate between behaviour and the person

It’s incorrect to define a child’s character through their poor behaviour. A child who tells lies is frequently called a liar, someone who steals is often labelled a thief, or someone who inadvertently shares secrets is deemed untrustworthy. In sporting parlance, focusing on the behaviour rather than on the person teaches kids about to play the ball, not the person. It may sound like splitting hairs but the focus on  character traits rather than on a person’s behaviour is hurtful, often degrading, and leads to resentment rather than change.

Call out disrespectful behaviour

The standard of behaviour you ignore is the standard of behaviour you accept. Disrespectful behaviour needs to be called out by adults so kids learn that bullying, racism and other forms of disrespectful language are not acceptable. When discussing the behaviour and character of friends, fictional characters in books and personalities on film differentiate between the behaviour and the person, calling out the use of negative labels when you hear them. It’s easy  to ignore disrespectful language when you hear it, but this one area where a consistent approach by adults is critical.

Frame behaviour as a choice

Framing behaviour as a choice is an essential respectful relationships strategy that needs to be reinforced for children and young people. “That’s a smart/good/helpful choice!” is the type of response kids should repeatedly hear, reinforcing that their behaviour is a result of choice rather than driven by others, circumstances, or emotion. Personal choice negates the idea that somehow other people or circumstances determine behaviour, or become convenient scapegoats for all types of abuse and disrespectful behaviour . “She/he made me do it” just doesn’t wash in a civilised society.

Develop a wide vocabulary

Build a wide vocabulary of terms essential to respectful relationships. Terms such as safety, choice, respect, acceptance, tolerance, love, likeable and host of others should be familiar to kids as well as phrases that emphasise fair and respectful treatment of others in all types of environments.

In closing

Respect is shown not only through the treatment of others but through the language kids use every day. By focusing on the language of respect you are laying the basis for kids to enjoy respectful relationships both now and in the future.

regards

Ken & Lisa

 

 

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