Our Lady Help of Christians Primary School East Warrnambool eNewsletter

Acknowledgement of Country

Today we acknowledge and pay our respects to the First Peoples, the traditional custodians of the lands and waterways and thank them for their continued hospitality.

We acknowledge and celebrate the continuation of a living culture who have lived with Creator God through creation of land, sea, waterways and life.

Prayer

Leadership & Stewardship

Principal's Message

Dear members of the OLHC school community,

On Wednesday Mrs Harney organised Stations of the Cross in the church for all of us. It was a wonderful chance for grades to work together to pray and unpack our traditional Catholic Prayer. For those who are interested in knowing more about the Stations of Cross please visit here. https://mycatholic.life/catholic-prayers/stations-of-the-cross/

Many thanks to staff, students and families for a successful term 1. As we head into the Easter holiday period I hope you find the time to stop and just be as you are with your family and loved ones. I never take for granted the clientele I serve at this school and I sincerely hope this holiday period is one that is filled with joy and quality family time.

Looking forward to seeing you in term 2.

Steve

Camps, Sports and Excursions Funds (CSEF) Applications for 2024

Please note there has been a government increase for those families that have qualified for the CSEF 2024.

On the 2024 school fee schedule, a valid concession was advertised as $125.00 per student. This amount has increased to $150.00 per student.

If you have handed in your 2024 application no further action is required. Otherwise please complete the below form & send in a copy of your concession card no later than 25th April, 2024

This is a timely reminder for families to fill this form out if you have a valid concession card.

CSEF_application_form_

Winter Uniform - Term 2

There will be a 2 week grace period for all students to move into their winter uniform.

OLHC Navy or White Polo

Navy Pinafore or Skirt or Navy Unisex Pants

OLHC Navy Windcheater

Navy Socks

Black Shoes

Sports Uniform

OLHC House Polo

OLHC Navy Sports Shorts or Track Pants

White Socks

Sneakers

Reminders:

For health and safety reasons - Shoulder length hair should be tied back at all times in school colours (navy blue, black, grey or white)
Jewellery such as bracelets, bangles, chokers, anklets and brooches are not appropriate wear for school
Body piercing is not acceptable, except for sleepers or studs in the ears only
Nail polish is not to be worn to school
If children are unable to be in the correct uniform a note must be provided to their teacher

Important Dates

Term 1

Friday 29th March - Good Friday

Sunday 31st March - Easter Sunday

Term 2

Monday 15th April - School Resumes

Wednesday 17th April - District Athletics

18th & 19th April - Yr 3 Camp

Friday 19th April - Foundation Excursion & State Swimming Championships

Friday 19th April - State Swimming Comp Melbourne

Wednesday 24th April - OLHC Cross Country

Thursday 25th April - ANZAC Day Public Holiday

Friday 26th April - Student Free Day

Thursday 2nd May - May Race Day Holiday

9th & 10th May - Yr 5 Grampian Retreat Camp

Monday 10th June - King's Birthday Public Holiday

11th & 12th June - Yr 6 Camp

Teaching & Learning @ OLHC

A Message from Mr A

Week 9 Term 1

GRADE 1 CUDGEE WILDLIFE EXPERIENCE

On Monday our Grade 1 cohort headed to the Cudgee Wildlife Park as part of their Inquiry unit, Watch it Grow. The students had a great time interacting with the wildlife at the park, getting a close up experience with many of the reptiles, mammals and birds. I caught all the chat and excitement as I passed them in the hallway upon their return. Such a great venue right on our doorstep. Well done Grade 1 level on a successful and enjoyable experience for the students.

GRADE 5 SHARED LUNCH

The sun shone through on Tuesday for our shared lunch experience for the Grade 5 cohort. The students were able to share their Inquiry work from their unit, Earth’s Place in Space. I happened to walk through the classrooms to check out some of the students’ work and let me say, I was impressed! Well done Grade 5 team on a successful unit and shared lunch experience.

NAPLAN COMPLETED

Our Grade 3 and 5 students have completed their four NAPLAN assessments. These results arrive individually to each family at the beginning of Term 3. I’d like to recognise the efforts of Mrs Murfett and Mrs Bourke who handled this stressful two week window in style. Much appreciated.

THANK YOU

A big thank you to the parent community for the donations, volunteering and assistance over the first term this year. We appreciate your help in this very busy term.

Have a relaxing Easter break with your family and friends.

Thanks,

Naish

Happy Easter Everyone.

The season of Easter is a very important season in the Church’s Liturgical year. This season runs for 7 weeks and finishes at Pentecost. As part of our reflection of Easter we will create a school display.

Our theme for Easter will be ‘ Jesus alive in OLHC and the resurrection story.’ In the foyer and corridors, we will display our Easter theme.

This Easter we would like to feature Easter Crosses as a colourful metaphor, reminding us of the new and colourful beginnings of the Christian community. These will be linked with the narrative of the Resurrection story in the students’ classrooms, in term 2.

Each child will receive a photocopy of a cross to decorate and return to school. Your family’s cross will be an important part of our display. We would appreciate the students colouring the cross and writing the name of your family on the back of the cross. Also write some actions that are associated with Easter. We have some examples below

This is an opportunity for you to talk to your child or children about your Easter, your family traditions and experience and why it is a special season.

Thanks

Here are two examples of the Easter Cross

“Placebook” Term 2, 2024

Placebook is back! The Grade 5s are very excited to be holding Placebook 2024 in Term 2 this year.

For those new to our school, Placebook is a fundraising initiative where students donate their pre-loved books and the Grade 5 students hold a Placebook Day where all students are invited to buy them for 50c, $1 or $2. Each class is designated a time to visit the Placebook sale and purchase some cheap books. This raises funds for a nominated charity each year, while also promoting reading throughout the school. In preparation for Placebook in Term 2 (Date TBC) we ask that over the holidays you start collecting any pre-loved picture books, novels, comics and non fiction books you would like to donate. Please ensure they are primary school age appropriate books.

You are welcome to send books along to school from Wednesday, April 17th (Week 1). Please ensure the books are wiped down prior to sending them to school. The office and each classroom will have a ‘Placebook’ tub to place your books in. These will be collected by grade 5 students.

Book Fair

Yes, our Book Fair has moved to May this year!

Books arrive 9th of May. Children will do their wish-list then and the Fair will run from Wednesday, May 15th to Friday 17th.

The theme this year is Garden - Catch The Reading Bug.

Watch out for competitions just before the Fair next term.

Classroom Awards

Foundation

Braxton Davison

Buddy Fitzpatrick

Mollie Chisholm

Leo Sedgley

Yr 1

Angel Karunarathne

Charlie Miller

Olive McCulloch

Yr 2

Lincoln Pickford

Amelia Murphy

Fletcher Rea

Savannah Jansz

Yr 3

Alex McMillan

Rose Mcleod

Finley Asenjo

Stella McNaughton

Yr 4

Ryder Steel

Bonnie Dickson

Max Couch

Elora Bowley

Yr 5

Bonnie Talbot

Max Mills

Harry Barr

Charlie Macdonald

Yr 6

Sonny Morgan

Jessica Williams

Tobias Warhurst

Evie Coxall

Spirit of Our Lady's Award

Hugo Dwyer

Jasper Butler

Tommy Madden

Will Kerr

Amelia Hawken

Louie McPherson

Grace Barr

Faith & Culture

Parish Office Hours: 9am - 4pm Monday - Friday

P: 5562 2231

E: southwestcoast@ballarat.catholic.org.au

Project Compassion - Lent

We Are Witnesses
(Mark 16: 1 - 7)

Mary runs to the tomb, heart racing at the sight of a stone rolled away. She imagines Jesus has been taken by enemies, and the thought propels her through the darkness. Next it’s Peter and another disciple who are running, on fire with the idea that the tomb has been defiled. All of the characters in this story anticipate the worst, their hearts set on bad news. But what they find, when they lift their eyes, is the best news ever.

John presents one of the main characters in this event in a peculiar way: “the other disciple.” Why would this person remain nameless and indistinct, if he were one of only three people privileged to stand at the tomb on Easter morning? Scholars suggest John invites us to put ourselves in the silhouette if “the other disciple,” for we too stand at the tomb and declare what we see from here. Is the empty tomb bad news, the work of an enemy, a sad end to a tragic story? Or do we “see and believe,” finding the good news that even in the cemetery, death loses? What we see in the dark, we must speak with our whole lives. Happy Easter.

What brings life out of death in your experience?

Burn with an Inner Strength
(Mark 16: 1 - 5)

When the Sabbath was over, Mary Magdalene, Mary the mother of James, and Salome bought spices so they could embalm him. Very early on Sunday morning, as the sun rose, they went to the tomb. They worried out loud to each other, “Who will roll back the stone from the tomb for us?” Then they looked up, saw that it had been rolled back – it was a huge stone – and walked right in. They saw a young man sitting on the right side, dressed all in white. They were completely taken aback, astonished.

Jim was newly ordained, assigned to a parish that was challenging him since he arrived. The pastor put him in charge of the Holy Week and Easter liturgies. Jim was eager to prove himself and up to the task, organised, thorough and thoughtful. A parishioner came to him with the idea of creating the Paschal candle out of candles people had in their homes. He volunteered to take the donations and mould it himself assuring Jim that he was quite capable. Jim had reservations but didn’t want to say no. Pulpit announcements and blurbs in the bulletin and on social media caused an enthusiastic response. The parishioner took the boxes of used candles home and a beautiful 4-foot candle, with colours that mirrored stain glass windows, was carried up the aisle, lit and blessed, at the Easter Vigil on Holy Saturday.

Easter Sunday beginning with the earliest Mass people came up to the sanctuary and admired the lit candle, the light of Christ, the symbol of Jesus rising at the morning sunrise. It stayed lit throughout Easter morning. After the last Mass, the church locked, an exhausted Jim went to extinguish the wick. He noticed the candle leaning. Trying to straighten it caused it to implode in slow motion. The heat of the flame was too much for the candle to withstand. The outer decorative layer hid the too soft wax melting inside. It’s not just a candle that has to be strong to carry and sustain the light of the Risen Jesus through the darkness.

Wellbeing

If you want to learn to ride a skateboard or get better at maths, you need to practise. It’s the same when you want to feel happier!

Here are some easy ideas to give Gratitude, Empathy, Mindfulness and Emotional Literacy a try every day. Because the more you practise, the better you will feel.

Let's Practice!

Tap here to access SchoolTV

The place of consequences in positive discipline

When teaching our children about consequences, the aim is to set clear boundaries based on family values and expectations. Here, Dr Deborah Trengove shares advice on how parents can use positive discipline in their parenting toolkit.

When my three-year-old nephew didn’t get his way and hit his mother in frustration, there were immediate consequences: his father calmly and firmly made it clear that this behaviour was unacceptable, and he had to apologise. Then, he lost the privilege of playing with his Christmas toys for the rest of the day. This was a painful experience for the little boy! His parents knew that this consequence would have an impact and was something they could implement straight away. Also, once it was over, they would all move on.

The ultimate goal of discipline is teaching children and teenagers self-management and responsible decision-making. It is not about control but instead using positive discipline, which is consistent and predictable, with clear boundaries based on family values, rules and expectations.

It is not about control but instead using positive discipline, which is consistent and predictable, with clear boundaries based on family values, rules and expectations.

Effective use of consequences plays a vital role in positive discipline. When children know what will happen, they can make choices. Parents benefit, too, from having a plan of how they will respond to specific behaviour rather than reacting unpredictably or in anger. Sometimes, as in the example above, parents need to follow through with a consequence that had not been made known beforehand, yet the general principle is consistent: privileges will be lost if boundaries are crossed.

Typically, consequences can be thought of in three categories:

Natural consequences: Require no parental intervention. Examples include getting wet if forgetting to take a jacket on a rainy day and getting a poor grade if an assignment is handed in late.

Logical consequences: Involve parental action and are connected (logically) to the behaviour. A logical consequence for sleeping in might be having an earlier bedtime.

Illogical consequences: Tend to be punitive in nature and not directly related to the behaviour. One example is being ‘grounded’ for not doing chores.

For consequences to be effective, they don’t need to be extreme. For younger children, they should be as immediate as possible, given children’s short temporal awareness. Sometimes, a simple ‘time in’ when the child stays next to the parent as they settle down and reflect on their behaviour is sufficient. What is most important is that children know what the expectations for their behaviour are and what will happen if they misbehave. We don’t want kids to be fearful; we want them to have a sense that the consequence is fair and that once it is over, things will be back to normal. In this way, children learn to control their behaviour and that they will be forgiven for mistakes.

Where possible, consequences are most effective if they are related to the situation, but that is not always possible, particularly with teenagers. Many parents of adolescents use access to technology as the consequence of choice. For example, losing a mobile phone for a specified time is often a painful experience for a teenager and is a reminder that it is a privilege, not a right, despite their desperation to stay in contact with peers.

Conversations as consequences

Sometimes, a discussion is needed to work through what happened in a particular situation, asking the young person how they made the decision and what the impact of their choices was. Teenagers often feel this scenario is worse than other consequences, facing their parent’s disappointment and requests for explanations. It is crucial that parents stay calm, and perhaps delay this discussion until the initial reaction has settled. The goal of this difficult conversation is to help the teenager understand the impact of their behaviour and agree on what will happen in the future, including consequences for breaking the deal.

Repairing harm

Taking responsibility and repairing harm by making amends is a powerful consequence that teaches young people about the impacts of their behaviour on others. If a young child breaks the toy of their sibling, an apology and participation in fixing the toy is appropriate. If an older child has hurt a friend’s feelings, coaching them in talking it through and apologising is teaching a life skill. Those who were harmed feel heard, and relationships are repaired.

Many schools use a restorative approach based on acknowledging and repairing harm as their framework for dealing with misbehaviour, seeing it through the lens of its impact on relationships. This approach encourages young people to take responsibility for their actions, understand what effect their actions have on others and make amends where appropriate. Restorative approaches build empathy, social-emotional awareness and enable repairing harm done to relationships. I encourage parents to find out if their school uses this approach and be open to supporting it should the situation arise.

A few other tips

Try to avoid threatening a consequence that you know you won’t follow through with. Examples I have heard include sending a teenager to boarding school or banning their friends for the rest of the year. A teenager may believe these are empty threats and not take them seriously or, conversely, feel angry that the threat is so extreme and react accordingly.

Kids are often pretty good at suggesting fair and reasonable consequences, so try involving them in a conversation, perhaps as part of a family meeting.

It can be powerful to focus on fixing the problem rather than demanding answers and giving punishments. Instead of asking, ‘Why did you lose your jacket?’ ask, ‘What can you do to find your jacket?’