SRC and Student News
Mrs Antonella Wellbeing Leader
The Ignatian Award
Each week at our Monday morning gathering, a student is awarded The Ignatian award
by Mr Rodrigues for demonstrating one or all of our school values:
Community Excellence and Respect
No Ignatian award this week.
No class awards from week 6 due to school closure day.
Student Leaders and SRC Meeting
Term 1 Week 7
Present: Evie, Isabelle, Akor, Thomas, Isabel, Lucas,
Sophie, Daniel, AJ, Clem, Maya, Maple, Anthony, Tai,
Humphrey,
Date: 11/3/2025
Teacher Present: Mrs Kate Foley
On a scale of 1-10, how has our school been learning this week?
Prep AD - 10/10 Everyone was listening to the teacher and they were doing very good work
Prep SC - 10/10 - We made Peter the Penguin characters in phonics
1/2 KT - 10/10 - We have been learning really well
1/2 DG - 9/10 - working well we have been doing literacy investigations.
1/2 EA - 7/10 - we have been learning about Ash Wednesday.
3/4 TR - 9/10 people have been practising for Naplan however some people have been getting distracted
3/4 ZC - 9/10 improving in literacy learning (some people are distracting)
3/4 VA - 9/10 90% of the class are working hard 10% are not. 7/10 - Ms Violet is raising her voice more than the start of the year.
5/6 BOC - no class meeting yet
5/6 FA - 9/10 because some are working really hard and some people have been slacking a little bit
5/6JJ - 6/10 some people were working well and some people need to improve
On a scale of 1-10, how has our school been working together this week?
Prep AD - 10/10 everyone is working peacefully and there is no shouting
Prep SC - 10 because we haven't been talking to our friends in class we have been focusing
1/2 KT - 4/10 we have been a bit silly working together in our groups
1/2 DG - 10 /10 people have been helping each other during groups
1/2 EA - 10/10 people have been a little bit helpful
3/4 TR - 8/10 everyone has been working well with their partners
3/4 ZC - 8/10 helping each other a lot and writing narratives
3/4 VA - 8/10 some people are working well however some are not working well in a group
5/6 BOC - no meeting yet
5/6 FA - 7/10 because working in groups gives ideas to each other. Some friends are letting others do all the work
5/6JJ - 7/10 people are helping friends when they are confused, some people are also just telling them the answers
Learning and events at Trinity this week:
Preps AD - We have been working hard in maths.
Prep SC- Making a sun for lent with our promises and having buddy time.
1/2 KT - Writing, because it is fun!
1/2DG - Sport we are getting to play a lot of games.
1/2 EA - Doing investigations and drawing in our books.
3/4 TR - First Aid, it is very important!
3/4 ZC - Writing stories and learning techniques for subtraction.
3/4 VA - Reading Matilda together and completing RE learning about Ash Wednesday.
5/6 BOC - 5/6 FA - Writing our narratives.
5/6 JJ - Reading our class novel ‘A ghost in my suitcase!’
What can we improve on this week: | Class | Actions |
In our grade ? | ||
Putting our things away.
| Prep AD | We will keep things in our bag and not take things outside. |
| Keeping track of our things | Prep SC | We need to make sure our names are on our things. |
In the yard? | ||
| Putting things away in the sports shed and climbing on things we are not meant to be climbing on. | Prep | When the music goes we will remember to put things back into the sports shed. We will remind our friends what is safe to climb on. |
| Preps falling off monkey bars | Preps | Lower the monkey bars more tanbark. |
| We would like some more sandpit equipment | 3/4 | A sign to say don’t throw the sandpit equipment. |
| More teachers outside | 3/4 | An extra staff member is outside for all the areas. |
| Eating at snack time is to quick and we are not having enough time to eat. | 3/4 | Could we have an extra bell at snack time so we can have some eating time inside? |
Suggestions from the SRC
We need to improve on taking care of our things like stationary and things.
Safety issues from the SRCRemind the 5/6 students to not kick the soccer balls too hard, and reminding them to only play on the pitch.
In the quiet area do not go into the bushes - we need to remind our friends because people could get hurt by the branches.
Setting and reflecting on classroom routines
and expectations
Introducing and modelling routines is the first essential step in positive classroom management. Clear and consistent expectations support students’ self-regulation and reduce the decision fatigue that can occur without predictable routines.
We also need to provide authentic opportunities for students to practice and refine these routines.
Students should always know what is expected of them, especially when we hit speed bumps. When we build support strategies into our students 'Ready to Learn' daily plans, we need to ensure that they have clear routines for using those strategies in those tricky moments too.
It is also important to set aside time to reflect upon how these routines and structures are going. This may be after a few weeks, when you’ve given the students plenty of time to learn and practice these new routines and structures.
Do some of the routines need to be refined?
Are there activities or tools that require more routine or expectation setting?
Are there routines or expectations that you can dial back to allow for less structure, so they are more student-directed?
Routines and expectations for sensory tools
We cannot underestimate the importance of promoting self-regulation in the classroom and how supporting the sensory needs of all students allows young people to flourish.
One way is to build routines to support the appropriate and effective use of fidget or sensory tools in the classroom.
Sensory tools can help some students to develop the body-up regulation required to allow them to engage in their learning successfully. So, how can you set yourself and your students up for success regarding the use of fidget/sensory tools in your classroom?
The first step to successfully implementing fidgets in your classroom is to identify the tools you’re comfortable having in your classroom. Next, we must take the time to educate our students on their sensory systems and their sensory needs. For example, some of your students may not be aware that they are flicking their pen or jiggling their legs. We can help students to understand that this somatosensory self-soothing assists them to stay in the game and focus. It is also helpful to allow students to investigate their own unique sensory preferences by having an opportunity to explore the available sensory tools and reflect on whether they like the texture or feel of specific tools. Did the tool help support their learning, or was it more of a distraction?
Of course, when introducing and using sensory tools in the classroom, the most crucial element is to start by teaching that these are learning tools rather than toys, and to remind this regularly, just as you would with any classroom procedure.
Are these tools freely available or are they a strategy on your students 'Ready to Learn' Plans?
Start by setting up and teaching your expectations and fair consequences.
Students should understand that if they do not follow the expectations and use these tools appropriately, they will need to select another tool. We do not want to deny any student the opportunity to select their own regulation strategy.
The expectations you have should explicitly be taught and modelled to all students and a one-on-one or small group lesson for students using the tools regularly.
Routines for the use of sensory tools illustrate how every classroom strategy can benefit from a focus on routines. All students thrive in enriched environments with consistent, predictable adults facilitating consistent, predictable routines.
Setting clear classroom expectations and building them into your day-to-day routines is one of the most powerful ways to create and maintain positive classroom environments, and to allow all students to feel safe, motivated and successful in their learning.
If at any time you would like to chat about Student Wellbeing at Trinity, or you have any questions or concerns about your child, please do not hesitate to see your child's teacher or myself.
atsakmakis@tcs.catholic.edu.au
Antonella Tsakmakis
Wellbeing Leader