The ‘DISNEY’ themed SCHOOL DISCO is to be held next Friday night 4th August in the school hall.
The Junior disco (Kindy-Year 2) runs from 4.30pm – 5.30pm and the Senior disco ( K-Yr 3) runs from 6.00pm – 7.30pm (more info will be posted soon).
The P&F are inviting all parents to enjoy some WINE AND CHEESE and pop in to see our brand new LEARNING HUB.
Grab a friend or come and make a new one while your child/ren are at the disco!
We really hope to see you there – even if it is just for a quick visit!
For catering purposes you are asked to please fill out the form below and drop it back into the office by TUESDAY 1st August.
A huge thank you to Alison and Bec for their tireless efforts in providing you with enjoyable opportunities to get together and have some fun, while supporting St Emilie’s at the same time.
School Leadership Team
We hope your weekend is a really happy one for you all and that despite the busyness of transporting children to various sporting and other commitments, your families (and our school) continue to be ‘a safe haven’ for your children – a place where they can really grow and flourish!
This week staff attended a professional learning opportunity facilitated by a CEWA literacy consultant. These days are essential to the ongoing investment we give to improving a teacher’s professional knowledge and skills and to aligning our whole school beliefs and practice.
The day was a very worthwhile opportunity and your children will of course be the beneficiaries! Throughout the coming months we will continue to share ideas and information about how you can support your child’s spelling at home.
I received a wonderful visit by two hard working Year One’s this week so we celebrated their great writing and spelling efforts together!
On Monday staff spent the day at Newman Sienna Centre in Doubleview, engaging in professional learning in the teaching of Spelling, where we :
- revisited the four forms of spelling knowledge: phonological, visual, morphological and etymological;
- reinforced the importance of explicit and systematic teaching, along with modelled, guided and independent spelling;
- and explored useful spelling strategies along with spelling-related skills such as proofreading and editing.
English is an alphabetic language; we use letters to write words but it is not a phonetic language: there is no simple match between sounds and letters.
We have 26 letters, but we have around 44 sounds. Sounds – or phonics – are very important in learning to spell, but they are insufficient on their own.
just as important are the morphemes in words. Morphemes are the meaningful parts of words. For example, “jumped” has two morphemes – “jump” and “ed”. “Jump” is easily recognised as meaningful, but “ed” is also meaningful because it tells us that the jump happened in the past.
Only about 12% of words in English are spelt the way they sound. Growing research is therefore pointing teachers to helping children learn more about the the origin of words to support their spelling knowledge and this is now reflected in the new WA English Curriculum from the early years through to high school.
As a staff we are re-examining our Spelling Scope and Sequence and, in the light of current research, continuing to challenge some of our beliefs about the teaching of spelling so that we can continue to support student learning in the most effective ways we can!
Some staff members also attended a workshop supporting the teaching of children with complex communication needs. In this workshop staff learnt more about:
- how to access different communication tools for students with complex needs
- developing a shared knowledge of the key concepts of disability and the importance of children’s mental health and well-being
- how the KidsMatter Framework can be used to support and promote self-care and wellbeing.
Life-long learning is a clearly articulated value in our school Vision Statement and the professional learning opportunities that staff receive, supports them to continue to adjust teaching practices in light of current research.
The importance of developing emotional intelligence in ourselves and in our children cannot be over emphasised in today’s fast-paced and complex world.
When we teach children emotional intelligence – how to recognize their feelings, to understand where these feelings come from and to learn how to deal with them, we are teaching them some of the most essential skills for success in life!
Research has shown that emotional intelligence or EQ predicts over 54% of the variation in success (relationships, effectiveness, health, quality of life) and that young people with high EQ generally earn higher grades, stay in school longer, and make healthier choices.
As parents of our children, when we struggle to have a consistently healthy way of handling emotions ourselves, we are of course, less effective in teaching our kids to handle theirs. This is why the change needs to first start with us – and it is never too late!
Each of these elements contribute to an individual’s personal success and sense of well-being:
- Self-awareness. Knowing our own emotions.
- Self-regulation.Being able to regulate and control how we react to our emotions.
- Internal motivation. Having a sense of what’s important in life.
- Empathy. Understanding the emotions of others.
- Social skills. Being able to build social connections.
Researchers have found that mindfulness practice can help reduce symptoms of stress, depression and anxiety in children (and adults) and this involves a conscious awareness of our breathing as a tool to calm and relax ourselves; constructing some inner calm amidst the external chaos and developing an attitude of kindness, caring and gratefulness. (see the link to ‘Hey Sigmund’ below).
Here at school, within the classroom program, specialist health program and as part of our whole school beliefs about wellbeing and learning, we support children to navigate their way by incrementally building key social and emotional skills that help them to deal increasingly more positively with every day events and challenges. We build a growing awareness of their capacity to achieve their goals, deal with life events and achieve success and satisfaction. Children are made aware of the connection between their thoughts, mood and behaviour, through exploration of peer scenarios – seeking inclusion in games, being refused entry, responding to setbacks and disappointments, dealing positively and assertively with criticism, teasing and bullying.
The closer the parent-school partnership, the greater the opportunity for us to support the development of high EQ in your children.
Some excellent resources can be found at the following websites:
And remember – we are here to help and support you in any way we can!
19th July 2017
Welcome back for more fun and learning in Kindy!
Please take the time to read through our programme information for this term and mark in the important dates and events into your calendars.
Term Two – Week 10
To conclude our Science Inquiry unit about day and night, we decided to have a pyjama party at Kindy!
We all had great fun at our Pyjama Day celebrations and we enjoyed sharing breakfast with our friends too!
The children were all very excited this morning and their were many conversations about their pyjamas! We also viewed “Bananas in Pyjamas” whilst we had breakfast.
Prior to our Pyjama Day celebration, we read the text, “The Cat’s Pyjamas” which is now one of our class favourites! The cat in our text has seven different pairs of pyjamas. He wears one pair for each day of the week. The pattern or design on the cat’s pyjamas determines what the cat is going to dream about that night. So, if he wears “garden” pyjamas, he will dream about “gardens” that night.
On Sunday, that cat wears MONSTER pyjamas! He does not dream about monsters that night….
…ask the children WHY?
The children used SHAPES to draw (with black marker and watercolour paints) the cat from our text and they each designed NEW pyjamas for their cats! We then worked on our retells (text innovation), as the children described what kind of pyjamas their cats were wearing and that determined what their cats would dream of!
Wishing all our children & families a happy and safe holiday…
…with lots of PYJAMA time!