# School News & Gallery

## Water Safety and familiarisation for sport.

We were successful in our Term 4 Sporting Schools Grant for swimming, and have hired Mr James Harwood to assist with our lessons.

## Armidale Diocesan Mathematics Initiative:

Our Stage 1 students are doing Time in Mathematics.

See the information below to assist your child at home with TIME.

Maths At Home:

Stage 1 - Time

In Stage 1 before a child can tell the time, they need to understand the basics of what goes into telling the time. Follow the below processes to ensure your child has the foundational knowledge to read a clock:

1. Practice Counting to 60: Before they can run, they have to walk. Similarly, before they can tell time, they have to know all their numbers up until 60, comfortably. Help them learn by having them read the numbers from a chart, write them, and recite them from memory.
2. Practice Counting by Fives: Once your child has learned to count to 60, teach them to count to 60 by fives. Your child will have mastered this when they can recite and write from 0-60, from memory.
3. Introduce Your Child to the Concept of Time:                                                                       Start by introducing your child to the concepts of morning, noon, afternoon, and night time.
Then, ask your child when certain routine activities happen. (i.e. "When do we eat breakfast?" or "What do we do in the morning?").
Once your child can understand these divisions of the day, they're on track to understanding time!

Make a Model Clock Together: Pick up a paper plate/piece of paper, and enthusiastically tell your child "Today we're making our own clocks!" Construct your own clock

Keep an analog clock next to you, to use for reference. Be sure to focus on the important markers (12, 3, 6, 9), as well as the Hour Hand and Minute Hand during construction. Connect Time to Their Daily Routine: As your child continues to learn about time, keep connecting time with their daily routines.

Have fun!

There are many effective ways in helping any child to read but a very powerful way is to read aloud to them. To model the process is so important, especially those who need these reading skills reinforced repeatedly.

I would like to draw your attention to the attached article, "A Family Guide to Building Language Comprehension Through Reading Aloud" from the International Dyslexia Association. Although it refers to this specific learning disorder, it provides valuable information that is beneficial on so many levels in supporting any child's reading journey. It does give examples from an American context but the general idea is clearly expressed. These strategies are used by teachers and for these to be reinforced at home, strengthens your child's reading practice and affirms your interest in their learning. Please take the time to read the article.

https://dyslexiaida.org/41523-2/

## LIVING WELL LEARNING WELL

Every day at school the expectations are -

• I am safe
• I am valued
• I am a learner

“We believe there must be a universal and unconditional positive regard for children and young people, and a high regard for the collective capacity of a school staff team to increase learning, wellbeing and life-opportunity outcomes for children and young people.”

I am VALUED, RESPECTED and CARED FOR at St Patrick's School.

Under the umbrella of this focus in our Living Well Learning Well Framework we focus on the following:

● Attend school (be part of the team). It is important that students attend school every day unless ill. Time lost in learning cannot be replaced.

● Be friendly (greet people). It is always lovely to see our students talk to special visitors in our school and to show them a welcoming conversation.

● Be positive - it’s catching. Happy children share fun and laughter with each other. It is infectious!

● Take time out when you need to settle. Students are asked to self regulate their behaviour. Student voice allows them to share their need for a break from a situation they find uncomfortable. Some students also need to settle after playground play and ‘exciting’ activities to return to being a learner in the classroom.

● Choose words and tone that are right for good conversations. Children should not hear ‘bad’ language. If your child swears at home we ask that you clearly explain to them that that is unacceptable and not for school conversations!

● Be a good listener. It is important for children to show their friends that they care about what they are saying. The best way to do this is to stop and listen to their friends and give them their time to do this.

● Care for our resources, belongings and wellbeing. Respecting our equipment, valuing what is given to us and caring for it are all important understandings for our children. Children also need to be aware that the way they treat others affects their wellbeing (theirs and their friends).

● Be a helper and a problem solver. It is wonderful to watch students show their initiative! Doing for others as you would want done for you is fundamental to our Religious Education. In the early years, children are taught to be problem solvers - it is rewarding to see our older students just manage this skill.

Education is a partnership between home and school.

## Manners Matter

Good manners matter!

We expect our children to

• Reach our full learning potential in a safe and supportive environment (Work hard)
• Be treated with respect, courtesy and kindness (Be kind)
• Be an active part of, and contribute positively to our community (Join in).