Primary School News

Year 5 and 6 Dance

Last Tuesday, the Champagnat Centre came alive with laughter, music and positive energy (there was quite a bit of nervous energy too I expect) as our Year 5 and 6 boys gathered with the students from the invited girls’ schools. It was a wonderful occasion that brought our extended community together in celebration, and we are incredibly proud of the way our boys conducted themselves throughout the evening.

From the moment they arrived, all students showed enthusiasm, respect, and a genuine sense of fun. The behaviour of our boys was commendable with kindness, inclusivity, and good manners on full display, reflecting the Marist values we hold dear. Whether dancing with friends, joining in games, or simply enjoying the atmosphere, each boy contributed to a night that was safe, spirited, and memorable.

A sincere thank you to our wonderful Primary staff who helped make the evening run smoothly, and to our families for your ongoing support of our initiatives here in the Primary School. 

We look forward to many more dances in the future, thanks largely to our boys who showed what it is to be 100% Marist, 100% of the Time. 

Well done boys!

Big Week Ahead for our Primary School

The next seven days will certainly be busy ones here in the Primary School. Tuesday sees the relaunch of our Invitational Maths Tournament when we host 10 schools at our Bright Sparks Challenge Day. Our Primary School Curriculum Coordinator, Ms Jen Little, has been very busy planning for this fun day. On Thursday night, the St. Marcellin Centre hosts Round 1 of the QDU Debating competition. Our boys are looking forward to a great night. Finally on Sunday, we play host to the Tournament of Minds competition.

All of these events provide us with opportunities to showcase our spectacular facilities that we are very fortunate to call our own. I wish all boys and staff participating in these events every success.

Primary Learning Leader – Jen Little

In today’s classrooms, the most effective teaching is not about doing more—it’s about doing what works. Grounded in robust evidence, high-impact teaching strategies are approaches that have been proven to significantly enhance student learning and engagement. Strategies such as clear learning intentions, explicit instruction, feedback and collaborative learning are all backed by leading research, including the work of Professor John Hattie, whose extensive meta-analyses identify what truly makes a difference in student outcomes.

But great teaching doesn’t happen in isolation.

The home-school partnership plays a crucial role in supporting a child’s development. When parents are actively engaged in their child’s education by reinforcing expectations, celebrating growth, and maintaining open communication with teachers, students are more likely to be motivated, resilient, and successful. Education is most powerful when we work together: teachers guiding the learning at school, and parents supporting and encouraging that learning at home.

By aligning our efforts and focusing on strategies that deliver the greatest impact, we can ensure every child is given the best possible chance to thrive—academically, socially, and emotionally. This newsletter article seeks to provide information on 3 fundamental approaches we encourage in the Primary. 

1. Setting the Bar High – Why High Expectations Matter for Your Child’s Success

According to renowned education researcher Professor John Hattie, some of the most influential factors in student achievement is building a collective teacher efficacy ( +1.57), student self-reported grades (+1.33) and teacher expectations (+0.43). Collectively, these have a significant impact above the average benchmark of +0.4 when it comes to progressing learning. In simple terms, this means that when educators and parents expect children to do well and when children themselves expect to do well and are motivated, students tend to rise to that expectation.

But high expectations aren’t about perfection. They’re about encouraging effort, growth, and a mindset that embraces challenges. When we communicate to students, “I know you can do this,” we not only boost their academic performance but also their confidence and sense of agency.

Hattie’s work, based on decades of data from millions of students worldwide, makes it clear: expectations are a self-fulfilling prophecy. If we assume students will struggle or fall short, they often will. But if we maintain the belief that all children can achieve with the right support and effort, we empower them to succeed.

2. Building Resilience—Especially in Boys

While high expectations benefit all students, research and classroom experience tell us that boys, in particular, benefit from structure, clear standards, and resilience-building.

According to the Australian Council for Educational Research and studies such as Martin’s Motivation and Engagement Wheel, boys are more likely to disengage when they perceive tasks as too hard or feel they can’t succeed. This is why resilience—the ability to bounce back from setbacks—is key to their growth.

Boys need to know that making mistakes is part of learning, and that effort is just as important as outcomes. As parents and educators, we can model resilience by praising persistence, reframing failure as feedback, and encouraging boys to stick with challenges even when they feel uncomfortable.

3. The Healthy Role of Competition

Another important—and often misunderstood—aspect of learning for boys is competition. Numerous studies, including those by researchers such as Dr. Michael Gurian, have shown that many boys are motivated by healthy, structured competition. It provides a sense of purpose, encourages goal setting, and can build camaraderie among peers. This is why we have our class competitions in Literacy and Numeracy each week. 

When managed thoughtfully, competition can:

• Increase engagement and motivation, particularly in boys who may otherwise struggle with abstract or passive tasks.
• Reinforce resilience, as boys learn to handle both winning and losing with grace.
• Encourage personal growth, as the focus can be shifted from “beating others” to “bettering yourself.”
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At school, we aim to create inclusive, character-building competitive environments—whether through academic challenges, sports, team-based learning, or house points systems—that allow all students to participate and feel a sense of achievement.

At home, you can nurture healthy competition by encouraging personal bests, goal setting, and praise for effort over outcome. It’s not about being first—it’s about being better than you were yesterday.

As partners in the learning journey, parents play a critical role. It is therefore paramount that parents understand why we do what we do here at Marist. Any assistance at home in supporting these high impact teaching strategies is always greatly appreciated.