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
Calling for more volunteers!
Cultural Fair – Year One and Two
Thursday 10th August – 9-10am School Hall
Our guided inquiry topic this term is Social Justice. As a part of our exploration into the concept of Social Justice, we are focusing on multiculturalism and the development of empathy, understanding and interest in those from different cultures.
In order to explore the cultures that exist in our school, we are organising a ‘Cultural Fair’ for the Year One and Two classes on Thursday 10th August. We are inviting all parents, grandparents and friends to be presenters at our fair.
Presenters will be asked to share their knowledge and experiences of a particular culture to small groups of children. During the fair, the children will be rotating around to the various ‘stalls’ to learn as much as they can about the various cultural backgrounds that exist in our school community.
You are more than welcome to team up with another parent and present information on your culture together!
Examples of what you may present are;
– cooking demonstration / foods from other cultures
– traditional dance, instruments or music
– traditional games
– items of cultural significance
– traditional clothing or costumes
– photographs of significant buildings / places
– books or songs in another language
Please return the attached form by Friday 28th July to your class teacher if you are able to attend.
We are looking forward to having many of our families represented at our Cultural Fair and just know that the children will REALLY appreciate your efforts … if you are feeling nervous or unsure please do not hesitate to let us know and we will reassure you!
Thank you to those parents who have already signed up – we can’t wait to learn about your cultural heritage!
Mrs Lauren White, Miss Candice Agustsson, Miss Tanya de Gooijer and Miss Kristy Foong
Please find our first Purposeful Practice Grid for Term 3 attached below.
Completed grids are due 4th August.
Have a lovely week!
Miss Tanya de Gooijer and Miss Kristy Foong
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 :
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:
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:
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!
Welcome back to another busy, and exciting term, in Year One.
Please click the link below to view our Term 3 Newsletter.
Miss Kristy Foong and Miss Tanya de Gooijer
We have had so much fun learning how to care for our world in our Sustainability Unit this term.
We have learnt all about the 4 R’s – Reduce, Reuse, Repair and Recycle.
One of our favourite books this term has been the recycling super hero story of ‘Michael Recycle’.
This book tells the story of a young boy superhero who uses his knowledge of recycling to help save the world.
We then used our imaginations to invent our very own recycling superhero.
We used adjectives to describe them and came up with an original recycling super power for them.
After collecting lots of reusable materials over the term, we finally gathered all our resources together and built these amazing replicas of our superheroes.
We used problem solving and creativity to make them.
Now they are off to save the world!!