Learning & Teaching
Sharee Whiteacre, Deputy Principal
Semester 1 Reports
Semester 1 reports will be released to families via SiMON Everywhere on the last day of term. Families will receive an email when they will be available. Any families who require a printed copy, please contact the office.
In your child’s report, will be a 5‑point scale (below) that is used consistently across the school to support clear, fair and accurate reporting of student learning behaviours. The scale focuses on student independence and the level of support required when engaging with learning tasks, ensuring shared understanding and consistency in teacher judgement across year levels.
Work Habits & Effort Criteria
- Takes responsibility for own actions
- Perseveres with set learning tasks
- Takes pride in their work
- Displays courteous and considerate behaviour
- Demonstrates resilience in social situations
- Demonstrates organisational skills
- Completes set tasks within allocated time
- Works independently
- Seeks assistance when required
- Works co-operatively with others
- Willingly participates in class
- Remains focused on learning tasks
- Understands and follows instructions
- Behaves responsibly in the playground
The 5-Point Scale -
Scale Level | Descriptor | Example Language |
| Requires Significant Support | The student cannot yet demonstrate this behaviour independently and requires ongoing adult assistance, adjustments or scaffolded support to engage with tasks. This reflects identified learning support needs and does not imply lack of effort. | Requires adult support to begin and remain engaged in tasks. |
| Rarely | The student seldom demonstrates this behaviour independently and requires frequent reminders or redirection. | Rarely follows instructions without support. |
| Occasionally | The student demonstrates this behaviour some of the time, particularly in familiar or supported contexts. Consistency in applying this behaviour is still developing. | Occasionally completes set tasks within the allocated time. |
| Usually | The student demonstrates this behaviour in most situations and is increasingly independent, requiring minimal reminders. | Usually works co-operatively with others. |
| Consistently | The student reliably and independently demonstrates this behaviour across a range of situations and may model it for others. | Consistently remains focused on learning tasks. |
School Assembly
Assembly Presentations -
- Week 9 – Mur Murra
- Week 10 – Mumumburra
Learning to Read
For several years now St Peter’s has taught the MultiLit programs of InitiaLit, MacqLit and Mini Lit Sage. This is also what Magnify Sandhurst endorses with all Catholic Primary School in the Sandhurst Diocese now teaching with.
MultiLit is a structured, step‑by‑step way of teaching children to read using proven research.
It focuses on teaching children:
- How sounds work (phonics)
- How to read words accurately (decoding)
- How to understand what they read
This 45 minute webinar explains the key components of learning to read and provides parents/carers with evidence-based resources and activities for helping their children to develop their skills and enjoyment of reading at home. Parent Webinar Evidence-based ways to help children with reading
Teachers are busily writing mid-semester reports for the students they teach. These will include overviews of what has been taught in the areas of Literacy, Numeracy, Religious Education, Integrated Studies, The Arts, PE & Health and work habits. Families will be notified when reports will become available via SiMON Everywhere in the last week of term. For any families who would still like a printed copy of the report, please contact the office.
Break Club
