NEWSLETTER 29 - 13th September 2022

As parents, we want our children to be happy, but are we willing for this happiness to be unconditional, unresponsive to the benefit of the healthy growth of self or with others? The happiest lives are probably those in which neither interpersonal relationships nor impersonal interests are idealised as the only way to ‘salvation.’ We can see the happiness on many of our students faces when they celebrate their own achievement or the achievement of their mates during assembly; we see happiness exhibited by our students when they are at play with others or in solitary pursuits; we also acknowledge that happiness, as with all emotions, is transitory and ‘will pass.’ An important responsibility for all in our school community is to help each other, and our students in particular, appreciate the transitory nature of emotions, especially if such emotions are associated or attached to events, and to develop a sense of healthy, honest reflection and introspection from events in order to grow both as an individual and as part of the many communities that we relate in, to and with. Studies by Rasmus Hougaard, founder of the global leadership organisation, the Potential Project, found that leaders - people entrusted with responsibilities for others - are generally not doing a great job in motivating their people. A study of 250,000 leaders, asked them: “How well do you engage your people” - 82% of leaders said they were doing a great job. When the researchers asked their employees, however, 77% said that their leaders were not doing a great job and that 65% of employees would forego a pay rise to see their leader fired! Why? It shouldn’t come as a surprise, but one of our key Mercy values has the answer.

Hougaard found that the longer a person is in a position of power, the part of the brain that is associated with mirror neuroning, (the neurons in the brain that allows us to be empathetic), is gradually switched off. Therefore, one of the most important jobs for leaders is to keep the ego in check, that they behave in a selfless way, not for their own gain but for the gain of the people they assist in leading. In an assessment of the leaders of the study, 96% of these leaders said that compassion is extremely important for their leadership, however, the study about mirror neurons, highlighted that, with positions of power, people will often lose their ability to really empathise with people - where the intention is to want to be of benefit to others; that by means of ‘my interaction with you’, we may have a better day.

What is affirming is that Hougaard’s comprehensive research identified that a culture based on empathy and compassion can arise; a culture where people are more attentive to each other; people are more aware of how they communicate; there is a culture of a stronger sense of presence, a stronger sense of focus on the right priorities rather than being distracted. People move from empathy (feeling) into action-orientation (compassion) and they try to solve issues with this person by coaching or mentoring, by delegating the work to others, by taking on the work themselves if needed; compassion is an action that comes initially from being empathetic. As part of our most recent School Validation (‘inspection’ of our effectiveness in living out our mission, vision and practices as a school that reflects the Mercy tradition) our staff were involved in a comprehensive survey instrument by an independent organisation. It was extremely pleasing to receive the feedback that confirmed what we, as a staff, believe to be sacrosanct to our collective goals the faith of compassion, mercy, respect and hospitality resulting in a very strong culture of ‘talking with, not to, not about’, coupled with a real desire to make a positive difference in student outcomes whilst supporting staff welfare.

Aristotle is quoted as saying, “To perceive is to suffer” and certainly empathy involves an element of discomfort. However, by harnessing the energy that is associated with suffering - and we can all attest to the ‘strange strength’ that is associated with suffering - then empathy can be a ‘compassionate’ tool for building/connecting people into groups, for allowing us to function as more than self-obsessed individuals. Thank you to all in our school community who embrace our Mercy values, especially those of mercy and of compassion regardless of our own challenges.

Regards                              

Rod Linhart (Principal)

Term 1 - Thursday 3rd February - Thursday 14th April

Term 2 - Monday 2nd May - *Friday 8th July

Term 3 - Monday 25th July - Friday 30th September

Term 4 - Monday 17th October - Thursday 15th December

*Student Free Day Friday 8th July 2022

September

October 

Miss Moore, Mrs Hyland and Mr Linhart are attending Year 5 camp Monday and Tuesday of this week; Mr Atkins is attending a Literacy PL Monday and Tuesday of this week; Mrs Meech is away Monday and Tuesday – we welcome Mrs Carol-Jones to Year 3.

Students may wear their sport’s team ‘colours’ on Friday 23^rd September (Wednesday 21^st September for kinder students). As usual, we will commence the day with an AFL team song assembly.

There will be NO canteen on Friday 23rd September. The P&F will be holding a footy themed day with Hot dogs in bread and Ice Cream. This will be available to all students free of charge.

We are fortunate to have Ryka Ali visiting St Patrick's on Tuesday 20 September at 1:30 pm to conduct a performance/workshop for our whole school. Ryka will encourage plenty of participation with audience participation rather than a pure workshop. Ryka worked with the Aboriginal & Torres Strait Key teachers earlier in the year and it was a wonderful introduction into the Torres Strait Islander Culture.

As part of a transition for kindergarten students into their 2023 five day primary school experience, kindergarten students are engaging in play in the primary school playground, beginning next Wednesday 21st September. Kinder students will have the specific assistance and support of ‘class cobbers’ from an older grade, who have developed a relationship with the kindergarten class; these ‘class cobbers’ will offer specific student support for kindergarten children, especially in the early phase of this transition. Kindergarten students will still be welcome to use their own toilets and the kindergarten gate to the primary playground will be left open. The primary playground gates will be secured and staff will provide extra vigilance.

Congratulations to the following students who have received Student of the Week.

Prep: Thea Methorst for her diligent application towards all of her work. Thank you for being a great listener and for always trying your best Thea.

Year 1: Hudson Johnson-Duff for your pleasing effort and positive perseverance with reading, writing and Maths. Great work Hudson. 

Year 2: Nevaeh Goss for providing detailed responses during her reading retell assessment.

Year 3: Avril Lewis for her application towards extending her skills in English and for her enthusiasm in contributing to class discussions.

Year 4: Izabella Goss for the kindness and care you show towards your peers.

Year 5: Melia Sesara for her positive attitude towards learning and the pride she takes in her learning.

Year 6: Thomas Marshall for being a positive role model to his peers through his willingness and courage to have a go!

Congratulations to our House Raffle winners this week: 

Dooley - Fern Gardner   Martyn - Mason Allford

Byrne - Leon Dewing 

In addition to providing families with examples of student work via Seesaw that reflects our Online Feedback and Reporting Guidelines, teachers will be providing student work in English this week and Maths books next week. These resources will hopefully allow parents the opportunity to review some of the work that is covered in class, to engage in some focused conversations with children and to provide scope for similarly focused conversations with teachers. The home-school partnership is a crucial support relationship for student progress and parents are welcome to note in their child’s diary or ring the school office to organise parent-student-teacher meetings to discuss any aspect of a child’s education at St Patrick’s. Please ensure any books that are brought home for parent review are returned the next school day. Thank you.

Our fees will increase from $1660 to $1700 and capital levy from $270 to $280 next year. A one child family will be paying $1,980 for 2023, up from $1,930 ($50 increase)

Our uniform policy does not require students to wear hats until summer uniform (the transition of which will begin in two weeks), however, advice from the Cancer Council strongly encourages the wearing of hats and being ‘Sun Smart’ in other ways once the UV rating reaches 3. This level 3 UV rating is now appearing to occur regularly with our clear, sunny spring days and we will be encouraging staff and students to wear hats in response to this sound advice from the Cancer Council.

Xavier Parker, Year 2, will this year be raising awareness and funds to support those in our community, especially, children, who are affected by violence.  By painting his nails blue, Xavier hopes to help raise awareness, and funds, for “Polished Man”.

 WHAT IS POLISHED MAN?

In October, the “Polished Man campaign” will encourage people to actively take a stand, paint one nail blue to spark up important and powerful conversations and raise awareness and funds to end violence against women and children. The funds that are raised will support trauma prevention and recovery programs in Australia and around the world that aim to stop violence before it can occur, as well as helping survivors on their road to recovery. That’s how together, we can create a safer world for women and children.

Whilst “Polished Man” raises the profile – and awareness – of violence against children and women, Xave also wants to take this opportunity to acknowledge that men also suffer from domestic violence. For the entire month of October, Xave will have some (and possibly all) of his fingernails painted blue. This acts as a conversation starter to raise awareness of the “Polished Man” cause, as well as offering an opportunity for people to donate towards the cause.

If you have like to join Xave in this cause – then please head to ‘polishman.com’ - and follow the links to sign up (the more the merrier). If you would like to donate towards the cause then do so at - https://polishedman.com/xaveparker2014 For the month of September, students may choose to support Xavier by painting one or finger nails blue, hopefully creating conversations about challenging violence and being agents of positive change.

Thank you most sincerely for the generous offer of assistance with the school’s request for a meal donation in support of the Barker family. The response certainly reflects the generous nature of our wonderful school community. Following on from a letter that was communicated to participating families, the meal preparation roster is below. Please contact Mr Linhart, Lennice or Tameka in the school office if your circumstances have changed in regard to this offer of assistance, or if you would like to offer a meal or lunchbox item. We are asking the meals to be brought to school to allow us to send the meals home each Tuesday and Thursday. Please ensure your containers are clearly labelled with your name for the effective return to you. Once again, thank you to the families who have volunteered their time and resources; the Barker family has communicated their heartfelt thanks for this gesture of support.

Please continue to follow Health advice regarding notifying us if your child contracts COVID-19. Some important considerations regarding the updated COVID-19 School Safety Plan include:

• Parents are welcome inside school buildings without masks – please sanitise upon entry and wear a mask if you are a close contact (as per Health instructions.)
• Positive cases are still required to isolate for at least 7 days.
• Close contacts are still required to follow close contact rules for 7 days including testing daily if leaving their home and wearing a mask (all persons 12 years and older) in indoor settings when outside their home.
• There is no need to sign-in at the school office unless you are collecting or dropping off your child outside the usual drop-off/pick-up times (always come to the school office and office staff will contact the class teacher please, rather than picking your child directly from the classroom.)

Colds and flu

• Students/staff with cold or flu symptoms are required to stay home and test for two consecutive days.
• If the person has twice tested negative on successive days for COVID-19 and their symptoms are mild e.g. a runny nose, there is no coughing or sneezing and, if a student they have indicated when asked that they feel well, then the person is permitted at school /workplace.
  
  

Rapid antigen tests

Schools and the TCEO will allocate rapid antigen tests to CET personnel (staff and students only) as per the following schedule:

• Provide one (1) test when requested due to the person being symptomatic.
• Provide five (5) tests when requested due to the person having household close contact status.

COVID-19 testing

• If staff or students have symptoms, they should stay home and test for COVID-19.
• If it is less than 28 days since they had COVID-19, they do not need to get tested but should

still stay at home if unwell.

• If the test is positive and the person has not had a COVID-19 infection within 28 days, the person is considered a confirmed case.
• If the initial test result is negative and symptoms continue, students and staff with ongoing symptoms are advised to take a second test the following day.
• If the second test remains negative, this is sufficient to enable a return to work or school.
• If a person has returned 2 successive negative rapid antigen tests and still feels unwell consider

taking a PCR test.

• Positive rapid antigen tests must be registered on the Tasmanian Government COVID-19 website by the confirmed case or their parent/carer.

Confirmed cases

Should a student or member of staff test positive for COVID-19 they must:

• Isolate for a minimum of 7 days, provided outside the 28-day reinfection exclusion period.
• Isolate for a further 3 days if they still have symptoms on day 7.
• If test positive using a rapid antigen test, register the result with Public Health using their online declaration form or phone the Public Health Hotline 1800 671 738.
• Notify household close contacts of the need to observe close contact requirements when leaving their homes.

Whole school assemblies have commenced again each morning – parents are welcome; please follow the COVID Safety Plan protocols – sanitize and observe personal distancing.

Karlie offers discrete counselling services to students upon both parent's signed request. Request forms are available from the school office or can be downloaded from the school website.

Parents are welcome to contact Mr Linhart at any time to discuss issues relating to their child’s education. It is important for parents to always make contact with Mr Linhart or their child’s teacher if they require elaboration or clarification on any issue. The school phone is diverted to after hours to ensure your question should be answered.

Unfortunately, we have had some incidences after school regarding behaviours occurring on school grounds when students are in the care of their parents that we would deem inappropriate during school hours. We acknowledge that a quick ‘catch-up’ amongst parents after school can offer the only face-to-face opportunities for parent get-togethers, however, in the light of these incidences, parents are requested to take their child or children home promptly after school please, unless their child or children are involved in a school event, such as sporting coaching, is taking place. Thank you for your cooperation and support.

‘Inquiring Minds’ Birth to 5 program - a ‘Set-Up for Success’ Catholic Education Tasmania initiative.

Our ‘Inquiring Minds’ birth to 5 program operates each Friday during school term time from 9.00am to 10.30am;This program involves a considerable focus on communicating to parents the learning intentions of important activities that are associated with early years learning. Mrs Klug will be working to engage parents in early years learning experiences that will ensure children who are enrolling in Kindergarten, will be informed in regards to developing key social, emotional, physical and cognitive skills and understandings.