Learning and Teaching 

Assessment and Reporting

As we approach the end of Semester One, our teachers are finalising student reports, which will soon be available to familiesvia nForma. Reporting is an important opportunity to celebrate each child's growth, achievements and learning journey throughout the semester.

At Trinity, assessment is ongoing and purposeful. Teachers gather evidence of learning through observations, conversations, student work samples, assessments and classroom participation. This information helps us understand each student's progress and informs our planning to ensure every child is challenged and supported to achieve success.

While reports provide valuable information about academic achievement, they are only one part of the story. We are committed to educating the whole child, nurturing not only knowledge and skills, but also the values, dispositions and personal qualities that help students thrive. 

Through our Catholic faith, we strive to develop confident learners who demonstrate respect, resilience, compassion and a commitment to excellence.

We thank our families for their ongoing partnership in supporting learning. 

Together, we help our children grow academically, socially, emotionally and spiritually, ensuring they are well prepared for the future.

Berry Street Education Model - Staff Professional Learning Day

On Tuesday, our staff participated in a professional learning day focused on the Berry Street Education Model (BSEM), strengthening our understanding of how to create supportive, inclusive and engaging learning environments for all students.

Throughout the day, staff explored key strategies that help students feel safe, connected and ready to learn. A major focus was on the importance of Circle Time, which provides opportunities for students to build relationships, develop a sense of belonging and strengthen classroom connections.

We also examined the use of Getting Ready to Learn Plans, which support students in recognising their emotions and identifying strategies that help them become regulated and prepared for learning. Staff discussed the importance of ensuring students are at their optimal level for learning by recognising signs of dysregulation and responding with supportive co-regulation strategies.

Another key theme was the value of consistent and predictable routines. Clear routines help students feel safe and secure, reduce anxiety and create a learning environment where students know what to expect throughout the day.

Staff also reflected on the importance of maintaining unconditional positive regard for every student. By building positive relationships and approaching students with empathy, respect and understanding, we can better support their social, emotional and academic growth.

One of the most powerful messages from the day was that supporting students to become proactive in seeking help is a critical aspect of co-regulation. Teaching students to recognise when they need support and empowering them to seek assistance helps build self-awareness, resilience and independence over time.

We look forward to continuing to embed these practices across our school, ensuring every student feels connected, supported and ready to achieve their best.

Mrs Annie Engellenner

Deputy Principal, Learning and Teaching Leader & Religious Education Leader