Around the grounds...

Year 10 Jigsaw Puzzle Challenge!

Secondary Sporting Action

Year 10 Scientists

First meeting of the year for the Junior Conference of St Vincent de Paul

Good luck...

Inverell Show

It is a busy time for the Year 9 and 10 members of the Holy Trinity Show Team as they put the finishing touches into their animals in preparation for the Inverell Show, which will be held this weekend. We wish the team all the best.

U15s Lismore Diocesan Rugby League

Good luck to Jaxon and Dustin Taber, who will be attending the Lismore Diocesan Rugby League trials on Tuesday.

U18s Lismore Diocesan Soccer Trials

Good luck to Makayde Goldman, who will attend the combined Armidale and Lismore Diocese Soccer Trials on Tuesday.

ACS Diocesan Swimming Carnival

Good luck to Louis Wait, who will be representing Holy Trinity at the Armidale Catholic Schools Diocesan Swimming Carnival in Gunnedah on Friday.

SAVE THE DATE: Welcome BBQ for New Students and Families

The Welcome Barbeque will be held prior to the first school social for 2025 on Thursday 27 February. The barbeque will occur in the Secondary Library Quadrangle, commencing at 6.00 pm. The Secondary staff look forward to meeting as many new families as possible. Please return the reply slip so that catering arrangements can be finalised.

A Year 7 iPad information session will be held at 6.30 pm for all parents. After this, iPads will be distributed to families along with a user agreement. If you cannot attend and collect your child’s iPad and sign the agreement, the iPads will be available for collection from the Front Office on Friday 28 February. The iPads must be collected by an adult and will not be available to collect before the information session.

Mrs Rainger and Miss Bailey will also be available from 6.30 pm if families have any other questions or concerns about their child’s transition.

Secondary Social

A social for all secondary students will be held on Thursday 27 February. The Secondary staff will be supervising the social. It commences at 6.30 pm and finishes at 8.00 pm. As usual, we expect that students will be dropped off and picked up by parents. The collection area is in at the top of the car park in front of the Science Labs.

Vaccinations

Year 10 Vaccination will take place on Thursday 27 February. Please make sure that all consent forms have been completed online. Mr Koch has paper copies if there are any issues.

Term 1 Progress Reports

Students will receive a Term 1 Progress Report in Week 7.

The purpose of the Term 1 Progress Report is to provide a snapshot of your child's progress at this stage of the school year. If you would like to discuss any aspect of this report, you may contact Miss Bailey or the subject teacher.

Respectful behaviour includes interactions with staff and peers. It also includes the use of school equipment and resources.

Focused on learning provides an indication of a student's level of contribution to the learning environment and responsibility for their learning as well as consideration for the learning of others.

Completion of set tasks includes all classwork, homework and assessments.

Preparation is being ready to participate and engage in class each day. Being organised for learning involves doing the home study, revision, completing required work, and bringing the necessary equipment, including uniforms and iPads.

Family Conferences

Family Conferences will be held on the following nights for students in Years 7 - 10.

Year 7 - Monday 17 March
Year 8 - Tuesday 18 March
Year 9 – Wednesday 19 March
Year 10 – Thursday 20 March

On each of the afternoons, teachers will be available from 3.45 – 5.45 pm in the Holy Trinity Hall.

As in past years parents are strongly encouraged to bring their child with them to take part in the conversation. The conferences will allow you to discuss your child’s progress with each of his/her subject teachers. Each meeting will be restricted to a five-minute maximum per subject; this should allow all conferences to take place in the allotted time. Should there be a need for an extended discussion, arrangements can be made with the teacher concerned or with the Assistant Principal.

The Family Conferences offer an opportunity for you to find out how your child is getting on with classmates if there are areas in which they excel, any aspects that are causing difficulties, and what they can do at home to build on their strengths or to overcome any weaknesses. Teachers are helped considerably by getting to know parents and by gaining information from them that can enhance their child’s educational and social experiences.

The process is as follows:

Interview times must be booked via Compass prior to attending the conferences – there can be no bookings made on the day.

Parents will book their own appointments via the Compass portal.
Please contact the Front Office or your child’s subject teacher or Pastoral Care teacher if you require assistance.
PLEASE NOTE - BOOKINGS ARE NOT OPEN YET. A NOTIFICATION WILL BE SENT OUT ON COMPASS WHEN THE BOOKINGS ARE OPEN.

If you need to meet with a teacher for more than one subject, you may need to book two time slots.

The five-minute time limit per subject will need to be strictly adhered to – a timer will be used to indicate when the allotted time has ended.

Only the designated year group can attend each evening – we cannot have conferences with siblings in other year groups.

2025 Pastoral Care Teachers

Year 7:

7J – Mr Jack Jeffery

7K – Miss Kristina Majetic

7M – Mrs Veronica McCormick

7W – Mrs Carrie Watchirs

Year 8:

8G - Mr Anthony Gaias

8M – Mr Ricky Muggleton

8T- Mrs Jane Taylor

8W – Mr Sam White

Year 9:

9C – Mrs Claudia Dolbel

9E – Mr Jeremy East

9G – Miss Lauren Green

9M – Mrs Christine McLachlan

Year 10:

10C - Miss Claudia Cush

10K – Mr Blake Uebergang.

Students and parents are encouraged to approach the relevant Pastoral Care teacher if they need assistance.

7 - 10 Staff Email Addresses

Miss Kim Bailey

kbailey@arm.catholic.edu.au

Mr Sean Baldwin

sbaldwin1@arm.catholic.edu.au

Mrs Kylie Butler

kbutler1@arm.catholic.edu.au

Miss Claudia Cush

ccush@arm.catholic.edu.au

Mrs Angela East

jeast1@arm.catholic.edu.au

Mr Jeremy East

aeast@arm.catholic.edu.au

Mr Peter Ehsman

pehsman@arm.catholic.edu.au

Mr Anthony Gaias

agaias@arm.catholic.edu.au

Miss Alana Goldman

agoldman@arm.catholic.edu.au

Miss Lauren Green

lgreen1@arm.catholic.edu.au

Mrs Mary-Jane Guest

mguest@arm.catholic.edu.au

Mrs Malynda Hiscock

mhiscock@arm.catholic.edu.au

Mr David Koch

dkoch@arm.catholic.edu.au

Mrs Veronica McCormick

vmccormi@arm.catholic.edu.au

Mrs Christine McLachlan

cmclachlan@arm.catholic.edu.au

Mr Ricky Muggleton

rmuggleton@arm.catholic.edu.au

Mr Matthew Pye

mpye@arm.catholic.edu.au

Mrs Kristen Smith

ksmith13@arm.catholic.edu.au

Mrs Jane Taylor

jtaylor4@arm.catholic.edu.au

Mrs Katherine Townsend

ktownsend@arm.catholic.edu.au

Mr Blake Uebergang

bueberga@arm.catholic.edu.au

Mrs Carrie Watchirs

cwatchirs@arm.catholic.edu.au

Staff can be contacted directly using the email address above or via the Compass portal.

Living Well, Learning Well

Ready2Learn

Pastoral Care teachers will be checking in with the students in their class each morning to ensure that they are Ready2Learn. All students have received the information below and were encouraged to show their families and discuss how to be Ready2Learn each day. Pastoral Care teachers will be able to help students start the day in a positive way. Please ask your child about this and support them to be Ready2Learn.

Students are being asked to ensure that they understand these elements and have all their equipment and uniforms by the start of Week 6. The infographic also outlines what to do if there is a problem with doing this and who you can go to for assistance.

Rules for Living

Secondary students will continue to be reminded about the importance of following our Rules for Living in their daily interactions with all members of our school community. We encourage all families also to be familiar with these so conversations at home can support those had at school.

Reflection Sheets will sometimes be used in Secondary for students who cannot follow our expectations for safe and productive behaviours and for those who continue to interrupt the learning of their classmates or the teacher's work. Depending on the nature of the incidents and their persistence, these reflection sheets may be sent home for families to sign. We thank you in advance for your support to ensure that our school is a place where all students can feel safe, valued, respected and cared for in an environment where learning is prioritised and valued.

Device Policy

Students are not permitted to use their devices unless instructed by a teacher. This includes both the classroom and the playground. The students are aware of this policy and receive constant reminders in Pastoral Care, their teaching classes and there are also many posters displayed all around the school.

If a student needs to use their device, they must first seek permission from a teacher and use it in an area designated by the teacher. This is usually under their direct supervision or outside the Secondary staffroom.

If students are unable to follow this policy, then their phone is confiscated and placed securely in Miss Bailey's office, where it is collected by the student at the end of the school day.

Teachers record each time a device has been confiscated. After the device has been confiscated for a second time, it remains at school until it can be collected by a parent/carer.

Uniform

Conversations were held with SRC members, parents, and staff, and as a result, there have been some changes to the expectations for students regarding presentation.

Uniform is a part of being Ready2Learn and staff are happy to assist if required. All students are expected to have made themselves and their families aware of the changes, and any issues will be sorted out by the beginning of Week 6.

Presentation Requirements - Secondary

Hair

Haircuts should be neat and of natural colour. Unacceptable styles include but are not limited to: motifs cut into the hair, dreadlocks, cuts under Number 2 blades, rats tails and unnatural colours. Hair that is shoulder length or long enough should be tied back for safety reasons. Hair accessories such as ribbons, scrunchies, headbands, etc. should be discreet and in the school colours of blue or white.

Jewellery

Should be kept to a minimum

Unadorned plain stud earrings - no more than 3 per ear.

A discrete nose piercing - stud only, rings not permitted.

A simple chain such as a sacramental crucifix worn under the uniform

One bangle/bracelet/ring/watch

Other visible body piercings or tattoos are not permitted.

For safety reasons, students may be asked to remove jewellery for physical education and other practical activities; therefore, it should be kept to a minimum and preferably not worn on sports days.

Nails/Makeup

Makeup should be minimal and natural only.

Nails should be short and natural polish only (this also includes artificial nails).

Shoes

All students are required to wear enclosed black leather or strong vinyl school shoes. Shoes should have substantial soles (i.e., a thumb tack would not cause injury to the wearer). Shoes should have laces or a buckle or a similar mechanism. Riding boot style black boots are acceptable in the early years. High-top shoes are not acceptable. Slip-on shoes such as ballet flats and canvas shoes are not acceptable. On sports days, students are required to wear supportive sports shoes. They should have laces or a similar mechanism.

Socks

Plain grey and plain white ankle socks (no logos or motifs) are acceptable except on formal school occasions, such as school representation and school photos.

Uniform is monitored regularly by class teachers, Pastoral Care teachers and the Leadership Team. A dated note from families is required if a student is not in the correct uniform advising when the uniform will be able to be rectified. This is to be given to the Pastoral Care teacher (Secondary) in the morning.

Where the school is able to assist, we will endeavour to help the student correct the uniform, e.g., provide an elastic hair band, provide a container for excess jewellery, and give a spare school outerwear garment.

Consistent infringement or major breaches will result in families being contacted, and students may:

Be asked to work from home until the issue has been rectified; students may return as soon as it is rectified
Have privileges removed
Be unable to represent the school or attend school events

The school will endeavour to work with families to keep the standard for uniform and presentation high.

Please contact Mrs Rainger if you have financial difficulties in relation to the uniform.

Part-Time Work – Does it Pay or Cost?

Part-time work is increasingly becoming an important part of many students’ lives. This article is aimed at increasing your awareness of both the advantages and dangers of part-time work for your child. A Tamworth school survey conducted recently found that about 70% of students in Years 10 to 12 had some form of part-time work. Of those students with jobs, around 30% worked 15 to 20 hours a week This is a highly alarming figure as school students already put in 35 hours at school – and this does not include the expected out-of-school time required for study, homework and assignments.

Part-time work provides students with valuable lessons in work ethics, professionalism, managing money and developing independence. Many jobs also inadvertently provide students with greater social connections and experiences. Part-time work can also be a good way to develop potential work skills, connections and references. For parents, it can provide some relief to the ever-increasing financial demands that teenagers place on the family budget.

The dangers of part-time work start to be noticed as the hours of work increase. School hours and holiday periods have been set generally because they are considered optimum for the learning, rest and play requirements of developing children and adolescents. Puberty is the second biggest time of physiological growth in a human’s lifespan. Fluctuating energy levels, mood swings, changing sleep requirements, as well as cognitive, emotional, social and physical development are all major elements that should be considered by parents, teachers and possibly employers, when caring for our youth.

Please ask yourself the following questions:

Is my child tired for school on a regular basis because of work commitments? 
Have my child’s exercise patterns (including participation in organised sport) been reduced because of part-time work commitments? 
Have my child’s at-home study patterns been significantly modified and/or limited because of work commitments?
Has my child’s ‘down time’ or ‘rest time’ been limited because of work commitments?
Has my child’s quality family time been affected by part-time work commitments?
Does my child increase his/her work hours to half or full-time load over the holiday breaks?
Have my child’s academic aspirations been reduced since starting part-time work?

If you have answered “yes” to any of these questions, you will probably become aware of the gradual, cumulative cost that part-time work may have on your child’s general wellbeing and on potential educational and career outcomes.

What are your hopes and expectations for your child in regard to their education – both school and general life learning? Is their present lifestyle allowing this to come to fruition or hindering it?

TOP TIPS FOR A NEW YEAR

With the beginning of the new year, it’s always a great time to reassess your academic approach. The key to making the most of this opportunity is focusing on the things that will bring the biggest return.

1. Simplify Your Organisation System

Every student has an organisational system. True, the definition of “organisation” may be looser for some students than others, but everyone has a way to stay organised (or attempt to).

Maybe you’re the “Type-A” student and you have a clearly defined system. You’ll know that you’re “Type-A” by the file folders you both own and use, the folded socks in your drawer, and all the lists by which you keep track of important information. You probably have a calendar and a planner, and you know exactly which clothing is clean and which is dirty.

But not everyone fits in such a naturally organized world. These students can be called “Type-B.”

If you’re a “Type-B” student, you’re not alone, but organisation probably requires more effort. “Type-B” students tend to prefer “piling systems” to filing cabinets. Calendars often seem like too much work, so they’d rather just put everything in their backpacks and find it later. Students on the far end of the “Type-B” universe may even find themselves sorting laundry via the “smell check” method.

Regardless of whether you are a Type A or B student, though, one of the biggest difference-makers this year is your organisation system. Few things will save time and improve academic performance the way an effective organisation system will.

A great organisation system has at its centre one goal: replace your brain.

The more organised you are, the less you have to think. Your organisation system should be simple enough that you don’t have to make any decisions about where you put new assignments, where to find completed assignments, or what to do with graded assignments. You shouldn’t have to go through a mental checklist every time you study because your organisation system does it for you.

The fewer decisions you need to make, the more your thoughts and energy can focus on things that matter. Consider these four questions to determine how simple your organisation system is right now:

Do you have good systems in place to manage and organise both paper and digital resources for school?
Do you have a system to make sure that all assignments and due dates are marked on your calendar/planner?
Do you have a system to focus on what needs to be done today and not just what’s due tomorrow?

When you can answer each of these four questions without thinking, you’ll know that your organisation system is simple enough to be a major asset this year.

2. Break the “Cram Cycle” Before it Starts

By the end of the semester, students often find themselves overloaded and overwhelmed, having to rely on cramming for final exams to get through to the break. They are exhausted and in survival mode. Thriving academically no longer matters. All that matters is the break at the end.

If you’ve ever felt this way, you’ve experienced what we call the “Cram Cycle.” Students get busy during the semester, which leads to exhaustion. When you’re exhausted, the only thing you want to do is zone out for a bit. After an afternoon of zoning, students are forced to put all their effort into completing assignments that are due tomorrow. We call this “cramming.” As students work on only that which is due tomorrow, long-term assignments pile up and create even more busyness, which leads to exhaustion, and the “Cram Cycle” begins to accelerate.

Most students only get out of the “Cram Cycle” when the semester ends.

But this year can be different. If you want to stay out of this dreaded cycle, commit yourself to do some independent learning at least five days a week, even when you don’t have anything due the next day. Use every day as a review day, spreading out your study sessions for big tests and projects across multiple days instead of letting them pile up. This approach takes more effort initially to create these habits, but you’ll reap the benefits when you’re free of the “Cram Cycle” and the stress that follows it comes finals season.

3. Supercharge Retention with Scientifically-verified Study Strategies

Everyone knows that taking notes is a good idea. Reading your textbooks seems like a great thing to do. And you’ve probably learned that it’s best to have a consistent place to study, one which is quiet, clean, and comfortable enough (but not TOO comfortable).

But what are the strategies that have been scientifically verified to boost your retention?

One of the best things you can do is to take a break in the middle of your study sessions. In one study, psychologists wanted to find out whether there was any difference in “spacing” a study session (this means taking a break in the middle) or “massing” instead (which means that you hammer it out all at once).

The researchers took two randomly chosen, equal groups of students, gave them the same amount of study time, gave them the same material, and tested them on the material afterwards. The only difference was that one group took a short break in the middle, and the other group didn’t. The results were incredible.

The group that studied with “spacing” did 50% better than the group that studied with “massing.” That means in the same amount of study time, you could potentially boost your retention by 50% by just taking a ten-minute break.

SCHOOL ADVISORY COUNCIL P AND F NEWS

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