No.14

25th May 2020

Dear Parents,

CONGRATULATIONS! (Parents and students!)

You all did so well with your return to St Mary’s site today!

A big thank you to you all for your bravery. It was lovely to see you all with your cuddle buddies and

smiles, we all loved having you back. Thank you to the wonderful staff who worked very hard

yesterday preparing for today and a special thanks to Mrs Kelly and her onsite assistants who put so

many ‘treasures’ along the bush road for everyone to see as they drove in this morning. A truly

wonderful and heart-warming start for our return.

The photos I’ve shared this morning show how thrilled we all are to be back!

And…just when we think we've got a routine sorted...things change again! As we all manage the juggle

of home learning, work commitments, onsite students, return of P-2 and 3-6 remote learning, one

thing's for sure; nothing is perfect but we are all doing the best we can and that's all we can ask of

anyone! With our return to onsite P-2 this week, many of our teachers including specialist teachers are

required to carry out duties to support the children who are onsite and therefore they can't continue to

deliver live or video sessions (in their specialist area) across the next two weeks. And so for anyone

who is continuing to learn from home, I'd like to remind you of the PE and Specialist self-directed

activities that were shared a few weeks back and suggest that these activities (of which there are many),

can be used by the students to help break up their days (especially the afternoon sessions). So we

encourage you all to have a look at the links below (they’ve also been emailed to you).

Tomorrow is of course National Simultaneous Story Time and because we won’t be able to share a

story together in the hall, we have put together a little video interpretation of the story ‘Whitney and

Britney Chicken Divas’ by Lucinda Gifford. It’s a terrific story and I think children and parents will enjoy our

presentation!

We look forward to continuing to make arrangements for phase two return to site and as always I’ll share logistics with

you all once we get a little further along into phase one.

58 Clegg Rd, Mt. Evelyn Ph: 9736-2219 Email: principal@smmountevelyn.catholic.edu.au

Whether you are onsite or learning from home, I’d like to extend the invitation to join us for Assembly on Friday via

google meet.

https://drive.google.com/file/d/1dINrCjUwQe-3u3gWuzlocqJNicJRAjbl/view?usp=sharing

https://drive.google.com/file/d/1ykPHDrip7cCX6kush5wWmfY_kkx2neRn/view?usp=sharing

https://drive.google.com/file/d/1KJ2t_JS64gHB1VfAFcyVU0Tzsm3z2PX9/view?usp=sharing

https://drive.google.com/file/d/1GS12Qtt7dYJ1zLhD0nDi1E05JjHK6WEO/view?usp=sharing

https://drive.google.com/file/d/1G2boA4dyK-oZNBOghuFYGV40wkDAlgHC/view?usp=sharing

https://drive.google.com/file/d/1I_qguCPu2qkh88-adcd8Gt5EElL5_VKq/view?usp=sharing

We hope you enjoy all of the wonderful photos that have been so generously sent into us!

Stay safe and happy.

Ange

More ISO Pics!!

Weekly Diary

Term Dates 2020

Curriculum Days

Monday May 25 State-wide pupil free day

Monday 2nd November – (Day before cup day)

TBA (check newsletter) Other Dates to Remember

First Communion – Grade 3 – Sunday June 14th at 2.00pm/ cancelled

Confirmation – Grade 6 only - Friday 24th July at 7.00pm/ cancelled *Please check our website for new and updated information. Excursion and sports information will be sent home via your child and/or emailed to you.

We

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Monday, 25th May Tuesday, 26th May Friday, 29th May

8.45am 8.45am

School begins – Remote Learning School begins on site for Prep & Level 1/2 Remote learning for 3-6 Theme Day

We

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Monday, 1st June Friday, 5th June

8.45am 8.45am

School begins – Remote Learning School begins on site for Prep & Level 1/2 Remote learning for 3-6 Theme Day

Term 1 Wednesday 29 January – Friday 27 March

Preps start Thursday 30th January

Easter - Friday 10 April – Monday 13 April

Term 2 Tuesday 14 April (Student free day) – Friday 26 June

Term 3 Monday 13 July – Friday 18 September

Term 4 Monday 5 October – Thursday 17 December

2020 Victoria Public Holidays

TRANSITION Year 6 to Year 7 A Year 6 to Year 7 transition information pack 2020 - Guidance for parents and carers with Year 6 children at non-government schools (Catholic, independent and home schooling),

including the Application for Year 7 Placement 2021 Form is available at . More information will be sent out next term.

BULLYING NO WAY

Dear parents

At St Mary’s we aim to create a safe and supportive

school community for everyone.

You are an important part of our work to prevent

bullying and to respond effectively if it happens.

Stopping bullying involves everyone. On Friday your

child received a card with information to support them

if bullying occurs. There are also ways in which you

can support your child (See the graphic)

If you are looking for support for yourself to deal with

a bullying situation, you will find ideas on the Bullying.

No Way! website for parents. As well, please feel free to contact the school if you would like to

discuss any aspect of our approach to preventing bullying.

Thanks for your support to make St Mary’s a great school for everyone.

Day Holiday

Monday 27th January Australia Day

Monday 9th March Labour Day

Friday 10th April Good Friday

Monday 13th April Easter Monday

Saturday 25th April ANZAC Day

Monday 8th June Queens Bday

Tuesday 3rd November Melbourne Cup

Friday 25th December Christmas Day

Our school has partnered with independent provider TheirCare to provide Before, After Care and Holiday Care

services to our school community.

The program services the children in the school from 0630am in the morning until 0830am and operates

from 1500pm each day until 1830pm. During school holidays the service will operate from 0630am until 1830pm.

Families wishing to use this service can visit the TheirCare website: http://theircare.com.au/. Families are also

eligible for a Government rebate that reduces the cost per session. Further information can also be obtained by

contacting the service directly on 0417 100 089 or ringing TheirCare on: 1300 072 410.

TheirCare provides a stimulating and safe environment for all children and an environment where children enjoy

their time in the program. During sessions, children develop life

skills, friendships, confidence and creativity through play.

2020 WORKING BEES GROUNDS MAINTENANCE

Working Bees at St Mary’s are fundamental to maintaining safe and orderly learning environments for our students. There are so many tasks to do with such a large school ground that we need all the help we can get! To assist planning for this year we are asking each family to attend ONE Working Bee and to indicate which session (listed below) suits best. As an incentive this year the families that attend a Working Bee date will be rebated the $100.00 working bee levy from their account. In an effort to cater for everyone, we will hold Working Bees across a range of days and times. If these dates to not suit you please contact the office and schedule a time that will be appropriate. If you are a tradie, we would appreciate your expertise at times, so please let us know your skills below. Please complete and return the form to the office as soon as possible. We looking forward to seeing you all, Veronica Fraraccio Deputy Principal

Please complete and return to school as soon as possible Family Name: _______________________________Eldest Child’s Grade: _______________ Please tick to select a date from below or nominate a date of your own _______________2020 I have particular skills and expertise in the area of ___________________________________

CANCELLED UNTIL FURTHER NOTICE

Child Safety Code of Conduct

St Mary’s endeavours to create and maintain an environment where child safety is paramount and there is zero tolerance of any form of child abuse. What is the purpose of a child safety code of conduct? A child safety code of conduct is intended to promote child safety in the school environment. A child safety code of conduct spells out professional boundaries and acceptable and unacceptable adult/child relationships and behaviour, professional development and training. A child safety code of conduct helps schools, staff and volunteers to raise behavioural issues. It provides a reference point for discussion when there may otherwise be confusion, uncertainty, or a lack of confidence about boundaries for appropriate behaviour with children. The code specifies behaviour unacceptable for a professional relationship between a teacher and a student. All parents, relatives and caregivers attending St Mary’s Primary School to help within the classroom must hold a current Working with Children Check and must have read and signed the Code of Conduct. Please go to our website for more information. CHILD SAFETY CODE OF CONDUCTS CAN BE COMPLETED AT THE OFFICE

School Vegetable Garden News

NOW is the time to get into the garden and

plant the winter vegetables: cabbage,

carrots, cauliflower & broccli. Enjoy the

fresh air & grow your own food. Pictured

left: Sophie and Bridget with their home

grown pumpkins. Pictured right: Emily

in her home veggie garden.

Please send a photo of children and families working in the garden to Mrs

Pritchard to share in the newsletter. Email

ronnie.pritchard@smmountevelyn.catholic.edu.au. Thank-you

Camps, Sports and Excursions Fund (CSEF) APPLICATION Form

School Name School REF ID

Parent/legal guardian details

Surname

First name

Address

Town/suburb State Postcode

Contact number

Centrelink pensioner concession OR Health care card number (CRN)

– – – OR

Foster parent* OR Veterans affairs pensioner (Gold Card)**

*Foster Parents must provide a copy of the temporary care order letter from the Department of Health and Human Services (DHHS).

**Applicants must provide a copy of the Veteran Affairs Gold card

Student details

Child’s surname Child’s first name Student ID Date of birth (dd/mm/yyyy)

Year level

I authorise the Department of Education and Training (DET) to use Centrelink Confirmation eServices to perform an enquiry of my Centrelink customer

details and concession card status in order to enable the business to determine if I qualify for a concession, rebate or service. I also authorise the

Australian Government Department of Human Services (DHS) to provide the results of that enquiry to DET.

I understand that:

• DHS will use information I have provided to DET to confirm my eligibility for the Camps, Sports and Excursions Fund and will disclose to DET

personal information including my name, address, payment and concession card type and status.

• this consent, once signed, remains valid while my child is enrolled at a registered Victorian school unless I withdraw it by contacting the school.

• I can obtain proof of my circumstances/details from DHS and provide it to DET so that my eligibility for the Camps, Sports and

Excursions Fund can be determined.

• if I withdraw my consent or do not alternatively provide proof of my circumstances/details, I may not be eligible for the Camps, Sports and Excursions Fund provided by DET.

• information regarding my eligibility for the Camps, Sports and Excursions Fund may be disclosed to the Victorian Department of Health and Human Services and /or State Schools Relief for the purpose of evaluating concession card services or confirming eligibility for assistance.

You are able to request access to the personal information that we hold about you, and to request that any errors be corrected, by contacting your

child’s school.

Signature of applicant Date

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Religious education news:

Our Australian Catholic bishops have entrusted the country to the care of Mary Help of Christians.

Please find her prayer here.

Please remember to assist children at home to develop practices of reflection. A pause and prayer before a meal, a night prayer together, a simple altar and candle, an expression of joy and thanks for the simple and beautiful things in life, a prayer to start or finish a journey, an expression of very real thanks for life on a birthday. These practices are but a few of the many ways we can lead our children to a deeper love of God in their lives. A Resource for prayer.

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Maintaining kids’ mental health during the coronavirus pandemic CORONAVIRUS SUPPORT

by Michael Grose

While there are concerns about the negative impact of physical isolation is having on children’s learning, we should also be concerned about their

mental health. Teachers and health professionals report that the strain of physical isolation is starting to show for many children and young people.

Any anxiety and fear they experience is heightened by isolation from friends, lack of access to their usual sports and leisure activities and a lack of

certainty about the future. In these challenging times kids’ mental health needs to be a high priority. The following plan laid out by the experts at Parenting Ideas will show you

how to lay a solid foundation for good mental health, and outline key behaviours that will help build the resilience and psychological strength that kids

need in these difficult times.

Build the foundations for good health

A healthy diet, plenty of exercise and good sleep patterns are basic to good physical and mental health. Get the foundations right and you establish

optimum conditions for your child to flourish even in difficult circumstances.

Eat a healthy diet

The ‘healthy body, healthy mind’ mantra that we grew up with needs to be updated to ‘healthy gut, healthy brain’. Recent research has revealed the

links between a child’s gut health and good mental health. Kids who experience anxiety and depression typically have imbalances of adrenaline (which keeps the brain alert) and GABA (which calms the brain down), that can be rectified with good gut health.

A framework for healthy eating includes eating real rather than processed foods, consuming small and regular meals, starting each day with protein

and complex carbs, drinking plenty of water and keeping kids away from caffeinated drinks.

Get plenty of exercise

Exercise not only promotes good mental health. It’s also a tool that kids can use to manage their mental states. Exercise and movement send

endorphins through their bodies improving mood and relieving tension and stress. Exercise and movement relaxes the muscles and reduces feelings

of anxiety that build up over time.

A framework for exercise includes starting the day with some movement, taking regular movement and game breaks, finishing the school day with

movement that gets their limbs moving and hearts pumping.

Maintain good sleep patterns The benefits of good sleep patterns are immense and far-reaching, impacting kids’ learning, memory and emotional stability. Sleep restores the brain

to optimum conditions and rejuvenates the body, allowing hormone levels elevated during the day to return to normal. Consequently, sleep-deprived

kids experience greater anxiety doing routine tasks and have a propensity for pessimistic thinking, which is associated with anxiety and depression.

A framework for good sleep patterns includes finding an optimum bedtime; creating a regular, relaxing routine, eating and exercising at the right

time, creating a sleep sanctuary and getting up at regular times each day.

Add the pillars of good mental health

Mental health is complex and is impacted by many factors including a child’s social and emotional wellbeing. The following four pillars have an

insulating effect on your child’s mental health, acting as circuit-breakers when life becomes difficult and complex.

Maintain social connection As social beings we long for connection to others and a sense of belonging to groups. While time alone can be restorative, sharing experiences,

thoughts and stories with others is absolutely essential to your child’s happiness and wellbeing.

A framework for social connection includes one-on-one time with family members and other loved ones, having shared family experiences to confirm

a sense of belonging, having shared time and experiences with peers from school and the neighbourhood, and a connection with the broader

community through shared experience, cause or goal.

Stay in the present

The human mind is restless, taking us all over the place. It can make us feel happy recalling memories of loved ones or happy times and it can also

drive insecurity connecting us to events in the past or future that fill us with dread, and make us feel anxious. Kids’ wandering minds need to take a

rest and settle in the present, stopping their mental chatter, giving them the chance relax. Mindfulness is an essential mental health tool that enables

children to keep their minds in the present moment, allowing them to feel safe and secure. A mindfulness framework includes regular mindfulness exercises, doing one thing at a time, using mindfulness during an anxious moment, practising

self-kindness and forgiveness.

Enjoy yourself at play

The term ‘child’s play’ is demeaning to children and dismissive of the place of play in our lives. Play is absolutely critical to our happiness and

wellbeing. Borrowing from the work of Dr. Brene Brown, play is defined as any activity that’s fun (therefore highly anticipated), free (that is, self-

directed) and involves flow (we don’t want it to stop). Play helps kids manage anxiety and depression as it lifts their mood and is therapeutic by

nature.

A play framework includes space and time for play, child-initiated activities, a mix of lone play and group activity, some social or physical risk may be

involved. Spend time in nature

Recent studies highlight what we already knew – that time spent in natural environments benefits our happiness, our sense of wellbeing and reduces

stress and tension. The rejuvenating benefits of time spent in the bush or by the sea may be difficult to acquire during times of physical isolation but

walks to the park, spending time under a favourite tree or even bringing some green shrubs inside have proven to be just as beneficial to children’s

mental health.

A time in nature framework includes management and reduction of screen time, exposure to natural environments in the neighbourhood, bringing the

outdoors inside, and spending some time each day outdoors.

Practise protective behaviours

Our daily habits contribute to our wellbeing and mental health. Some habits such as spending too much time in front of a screen may be detrimental.

There are a number of behaviours, when practised continuously, build our resilience and resistance to daily difficulties. These include: Keep foundation behaviours

Routine behaviours such as waking at the same time, having breakfast, exercising, showering and dressing get us ready for the day ahead. They

underpin productivity, learning and wellbeing. Remove the structure provided by these foundation behaviours and many children and young people

struggle, particularly those who are prone to anxiety and depression.

A foundation behaviour framework includes morning routines and rituals to prepare for the day, after school and evening wind down routines, and

routines that prepare children for sleep.

Practise deep breathing

Recognition of the benefits of deep breathing dates back to ancient Roman and Greek times when deep belly breathing was used to rid the body of

impurities. Modern science informs us that deep breathing instantly engages our capacity to relax and stay calm. When a child becomes anxious or fearful their breathing becomes shallow. Taking deep, slow breaths when they become overwhelmed by anxiety is the quickest way to return to a

calm state. Deep breathing has great preventative powers helping the mind stay in a state of focus and calm.

A deep breathing framework includes practising deep breathing spontaneously throughout the day, combining deep breathing with mindfulness

practice, using deep breathing to restore energy when tired, and breathing deeply during an anxious moment.

Check in on feelings

If children and young people are not tuning into their emotions they are missing a rich vein of information that will assist decision-making, learning

and importantly, their wellbeing. It’s relatively easy to tune to into behaviour and our thoughts, but much harder to detect our emotions. The skill of

emotionally checking in, developed by Prof. Marc Brackett from the Yale Centre for Emotional Intelligence, helps children and young people to identify

how they are feeling at any given time. It requires kids to stand still, close their eyes, take some deep breaths, identify and give a name to their

feeling. This simple habit of checking, once practised and learned is a wonderful life skill to acquire. Looking after your child’s mental health may seems like a mystery at times. But there is a great deal we can do. By laying a foundation for good

general health and then working at maintaining the pillars of mental health and teaching kids the protective mental health behaviours you provide

them with a solid framework for maintenance of good mental health that they can take into adulthood.

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