Carnegie Primary Newsletter

From the  Principal 

Karen Roberts

Welcome back to Term 2, everyone! 

As we embark on this new term, let's embrace our school's core value of respect. Respect for ourselves, for each other, and for the diverse community we thrive in. Our motto, 'Welcoming, Engaging, Achieving,' reflects our commitment to creating an inclusive environment where every student feels valued and empowered to succeed. Let's work together to foster a culture of kindness, curiosity, and collaboration. Together, we can make this term one filled with growth, learning, and memorable achievements. Here's to a fantastic Term 2 filled with endless possibilities! 

 

PREP 2025 SCHOOL EXPO/OPEN MORNING – WEDNESDAY 1st MAY 

  • Do you have a prep child ready for school in 2025?
  • Do you know of a neighbour, a friend or a relative that has a child who will be eligible to start school in 2025?

Our CPS Expo will be held Wednesday 1st May from 9.30am – 11.00am.

We encourage prospective families to join us on this occasion, so we can share many of the fine aspects of our school. Enrolments for 2025 will be taken after the Expo. 

Enrolment paperwork can be collected from our school office and is also available on our school’s website. 

DET ACCOUNTABILITY AND ANNUAL REPORTING

As part of accountability requirements, a report is provided to the school community each year for the previous year. This Annual Report was submitted to the Department of Education and was presented to School Council at our March meeting. This report is now available on request from the office and has been placed on our school website.

Copies of our Strategic Plan and 2024 Annual Implementation Plan are also available for viewing on our website. These important documents outline the key goals and priorities that Carnegie Primary School is focusing on.

CURRICULUM DAY - NO SCHOOL FOR STUDENTS

The next Curriculum Day approved by School Council is Monday 20th May. On this occasion staff will be focusing on Assessment and Reporting. 

Youth Leadership will offer an OSHC program on this day.

ZONES OF REGULATION

 

Did you know we explicitly teach the Zones of Regulation at CPS in Grades Prep – Grade 2?

What it is:

  • A proactive, skills based approach
  • A simple, common language to understand, talk about, and teach regulation
  • A consistent, metacognitive pathway to follow for regulation
  • A systematic framework with a developmental sequence of lessons
  • Meant to be adapted for your learners and setting

Why Teach Self-Regulation?

Regulation is something everyone continually works on whether we are aware of it or not. We all encounter trying circumstances that can test our limits. If we can recognise when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. This comes more naturally for some, but for others it is a skill that needs more attention and practice. This is the goal of The Zones of Regulation​.

Sorting Our Emotions Into Four Zones

Feelings are complicated. They come in different sizes, intensities, and levels of energy that are unique within our brains and bodies. To make them easier to talk about, think about, and regulate, The Zones of Regulation organizes our feelings, states of alertness, and energy levels into four coloured Zones – Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being.

All the Zones are Okay

A core belief of The Zones of Regulation is that all the Zones are okay. We routinely experience several of the Zones across a day. It’s critically important that we don’t convey the message that the Green Zone is the only acceptable Zone to be in. Acknowledge, accept, and support these feelings, never make anyone feel like the Green Zone is the norm.

 

Find out more about how you could support our school practice by visiting the website: https://zonesofregulation.com/how-it-works/

 

 I wish to acknowledge the traditional owners of the lands on which this is being read and pay my respects to elders past present and emerging. I wish to acknowledge our First Nations people and pay respects to them. I note further that these lands were never ceded and are, and always will be, Aboriginal Lands.