Assisting Your Child with Stress and Worry

There are times in every child’s life where they need to be equipped to deal with the stress and worry that can often result from the events or incidents in the adult world around them.

Children will react very differently to situations that arise which may cause stress or worry. It is important for the adults around them to never assume that they will behave or react in a particular way. Every stressful or worrying situation is different, therefore this information is designed to assist you, the parent or carer, to approach these times in an informative and reassuring way.

Help resolve worries through supportive talking

• Take worries and fears seriously. Short conversations with your child about their worries can often dissipate concerns.
• Listen to your child’s concerns, name them and validate the feeling. For example, ‘It sounds like you might be nervous about sleeping over at Holly’s. That makes sense, doing new things can sometimes be a bit scary’. Supportive talking helps your child to feel understood, increases their emotional vocabulary, and normalises the experience.
• Be aware of what you say. Anxious communication such as, ‘Be careful crossing the road’ can make you and the child feel panicky. Instead, be assertive, specifying the behaviour you wish to see. For example, ‘Remember, stop and look both ways before crossing the road’.
• Be the parent. Avoid turning to your child for their emotional support or friendship. If your child sees you stressed, reassure them that you are sorting things out.

Help your child to put his/her worries into perspective

• Focus on self-talk. What we think or say to ourselves directly influences how we feel. When we worry we are focused on the negatives and expect the worst outcome. The following strategies may help your child to put situations into perspective.
• Play detective. For example, if your child says ‘I’m going to fail tomorrow’s test’ ask, ‘Is this really true?’ It can help to list evidence or facts for and against the thought.
• Use a worry thermometer where 1 is 'not a worry' and 10 is the 'worst worry ever possible', like the one below, to illistrate the concept.
 

Ensure your child feels safe

• Shield children from distressing or adult issues. Increasingly, children are exposed to adult issues they are ill-prepared to manage.
• Keep discussions about disturbing events or adult topics out of earshot. This is extremely important. Children are not able to rationalise or understand adult topics as adults do so if you are going through a separation, job loss or other stressful event, minimize discussion about the issues while your child is around.
• If children see or hear distressing events in the media. Widespread media exposure may lead some children to worry about the safety of themselves, their families, and the future of the planet. This is particularly apparent following repeated replaying of events such as terrorist or hostage situations and severe weather.

Reduce your own stress or worry

• Regularly stop for a moment and pay attention to how you feel. This is the first step to regulating your emotions. Are you feeling worried, frustrated, excited, or perhaps just a bit annoyed? Becoming more attuned to your emotions and nuances in your feelings means you are less likely to overreact, and lose your cool. When we feel very emotional (e.g. very angry, stressed, or scared) we can become overwhelmed. Saying, ‘I’m feeling really annoyed’ or ‘I’m just a bit stressed,’ helps you understand what’s happening, and regain a sense of control.
• If you often feel overwhelmed, stressed or anxious talk to someone about how you feel, such as a partner, close friend, relative or someone you respect at your child’s school eg: class teacher, Assistant Principal or Principal. Alternatively, seek professional assistance from your doctor who can rule out health issues that may cause you to feel this way. If necessary, you can be referred to a psychologist or other mental health practitioner.

Our schools have the support of CatholicCare counsellors. If you feel your child needs support of this type, please do not hesitate to contact the school to arrange a referral. In addition, if you have any concern that you feel needs to be raised do not hesitate to contact the school principal.

(Adapted from Psych4Schools.com.au)

Fencing Work:

The anticipated start date for the fencing between the Parish carpark and the school is now scheduled for Monday 1 April due to the wet weather delaying the work of the contractor.

Leave Notice:

I will be taking some long service leave from next Wednesday 3 April until the end of the term one. During this time Mrs Smithers will be Acting Principal. I will be back at work at Good Samaritan at the beginning of Term 2.

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. It is important to remember that NAPLAN is not about passing or failing, but about assessing learning progress. At the classroom level it is one of a number of important tools used by teachers to measure student progress.

How is NAPLAN performance measured?

NAPLAN is designed to illustrate the range of student performance across the country.

Individual student performance is shown on a national achievement scale for each test. The performance of individual students can be compared to the average performance of all students in Australia.

How is my child prepared for NAPLAN? Do I need to assist my child to do any preparation?

NAPLAN assesses literacy and numeracy skills that students are already learning through the school curriculum. Teachers will ensure that students are familiar with the test formats and will provide appropriate support and guidance. Excessive preparation is not useful and can lead to unnecessary anxiety. If you have any questions about your child's preparation for NAPLAN, you are encouraged to make a time to speak with their teacher.

NAPLAN tests are constructed to give students an opportunity to demonstrate skills they have learned over time through the school curriculum, and NAPLAN test days should be treated as just another routine event on the school calendar. The best way you can help your child prepare for NAPLAN is to reassure them that NAPLAN tests are just one part of their school program, and to urge them to simply do the best they can on the day.

The Australian Curriculum Assessment & Reporting Authority (ACARA) does not recommend the use of commercial products, such as booklets and practice tests, to help your child prepare for NAPLAN tests. None of the commercial products currently on the market are endorsed by ACARA. The use of services by coaching providers is not recommended.

Who participates in NAPLAN?

All students in Years 3, 5, 7, and 9 are expected to participate in NAPLAN tests, and schools should not exert influence on parents to withdraw their child from the tests. NAPLAN tests give you information on how your child is progressing against national standards. This information allows for additional intervention if necessary to ensure your child progresses at a rate where they can fully participate in all aspects of the curriculum. NAPLAN does not replace, but rather complements, assessments run by your child's classroom teacher throughout the year.

Adjustments can be provided for students with disability to enable them to access the tests on an equivalent basis as students without disability, and should be discussed with your child's school prior to the tests. Some students with significant intellectual disability and/or those with significant co-existing conditions which severely limit their capacity to participate in the tests may be exempted from sitting the tests.

Some students who have been attending school in Australia for less than a year before the tests may also be eligible for exemption. Exemptions should be discussed with your child's school.

Parents or carers may withdraw their child from the tests to address issues such as religious beliefs and philosophical objections to testing. It is recommended that withdrawal be considered in consultation with your child's school. States and territories have different ways of managing student withdrawals, but formal notification must be received by the school principal prior to testing.

Wherever possible, schools will organise for individual students who are absent at the time of testing to complete missed tests at another time during testing week.

If you require further information about absences, exemptions and withdrawals from NAPLAN the contact staff for NAPLAN at Good Samaritan are Mrs Sharon Smithers, Mrs Christine Nunes and Mrs Toni Sillis.

School Uniform:

As we approach the end of Term One, some students will be growing out of their current school shoes and/or joggers. The Good Samaritan School Uniform Policy is now published within this school newsletter. School shoes must be black leather shoes and joggers must be predominately white. Some students are still wearing brightly coloured joggers. These do not form a part of the uniform and students will be reminded of the correct footwear throughout the school day. Next term teachers will begin to send home Uniform Reminder notices when necessary.

Parent Action: The Good Samaritan uniform policy clearly states the correct uniform including footwear. Parents are asked to support this policy particularly with the purchase of new shoes for school.

Below  is an outline of the Good Samaritan uniform & personal grooming expectations that support the school’s Uniform Policy.

All students are expected to consistently wear the Good Samaritan school uniform with pride throughout the school year. This includes wearing the correct hat, socks and shoes. This helps to keep them focused on their learning whilst also keeping a consistent atmosphere across the school.

Please note the following uniform expectations from Kindergarten to Year 6.

Summer Uniform

Sports Uniform

Shoes are black leather lace ups or velcro with little or no heel as shown.

Joggers that are predominantly white are to be worn for sport and fitness. They must be predominantly white and may be lace up or velcro. No ‘gym boot’,  leather surf/skate type shoes, indoor soccer boots or coloured joggers are to be worn. Pictorial examples of appropriate joggers are shown here.

Bags, Hats & Socks

Students from Kindergarten to Year 6 are expected to:

• carry the Good Samaritan school bag,
• wear the correct Good Samaritan socks  
• wear the correct Good Samaritan school hat

Hair

Students are required to wear their hair in a neat and tidy manner.  Haircuts should be of an even grade. Hair should be well brushed and combed and it is assumed that hair will not be in such a condition as to invite comment.

BE AWARE OF THE FOLLOWING:

• Extreme styles, bleaching, colouring or dyeing of hair are not permitted.
• Gel, mousse and hair spray or other substances should not be used.
• There will be no undercuts or steps.
• Hair should not extend to cover the eyes or touch the shirt collar (boys).
• Students who do not abide by the haircut requirements will be asked to fix the identified problem.
• Long hair is to be tied back or plaited. Ribbons and bands of school colour should be worn.

Jewellery

Jewellery should be kept to a minimum. The following jewellery is permitted:

• Watches
• Chains with religious symbols (crucifix or cross)  for girls
• One pair small earrings (studs or sleepers to a maximum of 4mm) in the ear lobe – no multiple earrings are to be worn.

2019 NSW PREMIER’S READING CHALLENGE

Our school is participating in the Premier's Reading Challenge again.    

​Kinder to Year 2 will complete with the teachers in the classrooms.

All of Years 3 - 6 have been given their log in details.  We have had a glitch with Year 3 and are currently waiting for their details to be reset.  Years 3 - 6 will be completing their own reading logs online. It is best to use the Safari web browser. For Year 3 & Year 4 the class teachers and I will be promoting the Challenge as a mandatory home reading activity. Our expectation is that students will read for at least 20 minutes per night.  The first 20 minutes of the library lesson will be dedicated to students reading or borrowing so that they are successful with this challenge and in class teachers have times for reading as well.  It is also important to realise that the local libraries also encourage the Premier's Reading Challenge and are only too happy to help over the holidays.

All students have access to the SORA app which is our e-book collection.  Within the app you can search for Premier's Challenge titles.  Be aware though that there is a Queensland Premier's Reading Challenge and a NSW Premier's Reading Challenge.

Year 5 & 6 are now able to complete Bookopoly and the Premier's Reading Challenge as the students site matches up with the squares on our Bookopoly board.  

BOOK COVERING

Any parents who are able to cover some books for us we would love to have you pop up to the library on  Friday morning.

Good Sam Art Week 9 

Year 5 Gold’s clay animals sit proudly drying on the Art Room window sill. Great work from all the children

The children in years 2 and 3 are learning about Palm Sunday which is on the 14^th April and commemorates the entrance of Jesus into Jerusalem. It is beginning of Holy Week, the final week of Lent.

Well done Year 2 students especially Bonnie, Enrique, Taylah, Maude, Jia and Ben.

Mrs Susan McAlister

Art Teacher

The Principal's Awards will be handed out to students at assembly on Friday morning weather permitting

5 Merit Awards

Haya S (KB) Isaac P (1B), Chase W (1G Amaroo), Amelie S (1G), Evie W (1B), Macayla B (2B)

10 Merit Awards

Ruby G (2B), Isabella V (3B), Pippa M (4G), Vianney T (5G)

15 Merit Awards

Ruby R (6R)

Congratulations

The uniform shop will be open for extra days for parents of Kindergarten students to purchase their winter uniforms. The following additional days are:  

Tuesday 9 April  - 8.00am - 9.00am

Wednesday 10 April - 8.00am - 9.00am

Tuesday 30 April - 8.00am - 9.00am

Wednesday 1May - 8.00am - 9.00am

Uniform Shop usual opening hours are:

Monday 8.30am - 9.30am

Thursday 2.15pm - 3.15pm

Click on the link below to view the kids Uni Easter holiday program