LEARNING
STUDENT - LED OPEN HOUSE TERM 4
WORLD KINDNESS DAY
World Kindness Day was a wonderful reminder of the power of small acts of kindness to brighten our world. It was a day filled with warmth, joy, and generosity, and we’d like to extend a huge thank you to Mrs Benoit for organising such fantastic activities that brought the students together in the afternoon session. From heartwarming interactions to thoughtful gestures, kindness was certainly in the air!
A special shout-out goes to the P&F for their incredibly sweet and thoughtful gesture of gifting each child a delicious doughnut. It was a lovely treat that made the day even more special!
The day also featured the wonderful open classrooms, which began with engaging teacher-led storytelling and student-led activities. It was truly inspiring to see the students take the lead, share their creativity, and connect with one another in such a positive and meaningful way.
Thank you to everyone who helped make World Kindness Day so memorable. Let’s continue to spread kindness every day!
AUSTRALASIAN PROBLEM SOLVING MATHEMATICAL OLYMPIADS
In 2024, 60 students from Years 3 to 6 embraced the challenge to sharpen their Mathematics problem-solving skills through a program that featured four assessment papers, held every six weeks. During lesson time, students also focused on building confidence and refining problem-solving strategies.
Our Year 5 and 6 students took on the demanding Maths Olympiad papers, with David M achieving outstanding results, placing in the top 25% of over 100,000 participants. Congratulations, David! Special recognition goes to Rhiley A, who received the encouragement award as St Brigid’s highest-ranking Year 6 student.
This year also marked the first time Year 3 and 4 students joined the program. Among them, Ava Y, Ivy F, Jaxson M, Logan A, Sparsha V, and Hkum Seng D stood out with impressive efforts, showing great promise for the future.
Over the last two weeks, our students in Year 1 - Year 6 have been completing the Progressive Achievement Tests (PAT). These assessments are adaptive, meaning that it creates personalised test pathways determined by student responses (in a similar way to NAPLAN), giving a more precise picture of student achievement.
These assessments are designed to provide valuable insights into each child's learning progress in key areas such as reading, mathematics, and comprehension.
The purpose of the PAT assessments is to help us identify individual strengths and areas for improvement, enabling our teachers to tailor their instruction to better meet the needs of every student. The results will guide our teaching strategies, ensuring that we provide targeted support and opportunities for growth.
SEMESTER 2 REPORTS
Semester 2 student reports will be available via the COMPASS Parent Portal on Friday 13 December (Week 9).
Teachers write the reports and award grades in line with the NSW K-10 Syllabus outcomes and the Diocese of Wollongong Religious Education Curriculum. In NSW, schools are required to report to parents using a 5 point achievement A-E grading scale for each Key Learning Area (KLA)
The A-E grading scale is for use within each stage of learning;
- Stage 1- Years 1 and 2
- Stage 2- Years 3 and 4
- Stage 3- Years 5 and 6
How do teachers make judgements about grades?
Teachers award grades by making ‘on-balance judgements’ about a student's work. This means that assessment data is gathered across numerous work and assessment samples built up over time.
Grades are not based on 'one-off' tests that may not fully reflect what the student actually knows and is able to do. This is why it is so important for students to be ready to learn each and every day.
The Common Grade Scale
A |
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. |
B |
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. |
C |
The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. |
D |
The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. |
E |
The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills. |
What does it mean if my child receives a ‘C’ grade?
Celebrate because your child is at the expected level of achievement for the content they have been exposed to over the semester.
A ‘C’ grade is considered sound and the student has demonstrated that they have gained the knowledge, skills and understandings expected of them at that point in time.
KINDERGARTEN REPORTS
The Kindergarten report will be written using a three-point scale which describes performance at each of three grade levels for each Key Learning Area (KLA).
|
Achievement |
Descriptors |
|
Thorough |
Your child has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, your child is able to apply this knowledge and these skills to most situations. |
|
Sound |
Your child has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. |
|
Basic |
Your child has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. |
ST BRIGID'S LEARNING MERIT AWARDS
Congratulations to the following students on receiving their awards during Weeks 3,4 & 5 of Term 4
Week 3 - Term 4
Students from Kinder to Year 6 received the Making Connections Award. This award recognises students from Kinder to Year 6 who use their knowledge, skills and learning opportunities to connect to real world experiences and learning. These students seek to make meaning and connections to the world beyond the classroom.
| CLASS |
MAKING CONNECTIONS AWARD |
LEADER OF THE WEEK |
| Kinder | Taj W | Millie F |
| Year 1 | Milani S | Leo S |
| Year 2 | Chris T | Kana B |
| Year 3 | Remi D | Ted F |
| Year 4 | Aria J | Hkum Seng D |
| Year 5 | Aaroz P | Alice M |
| Year 6 | Sarah M | Emma L |
| Week 2 - Term 4 |
BUILDING PARTNERSHIPS AWARD |
LEADER OF THE WEEK |
| Year 5 | David M | Kip M |
| Year 6 | Neave M | Ilena P |
| LEADER OF THE WEEK AP AWARDS - CAMP | ||
| Year 5 | David M | |
| Year 5 | Kip M | |
| Year 6 | Rhiley A | |
Week 4 - Term 4
Students from Kinder to Year 6 received the Learning Pathway's Achievement Award. This award recognises students from Kinder to Year 6 who show high engagement and motivation in their learning. They co-construct their learning tasks, demonstrating and use voice and choice to become self-directed learners.
| CLASS | LEARNING PATHWAYS ACHIEVEMENT AWARD | LEADER OF THE WEEK |
| Kinder | Kya P | Luna W |
| Year 1 | Luke W | Nivana R-I |
| Year 2 | Myra C | Teni A |
| Year 3 | Mila J & Aarav J | Ari O |
| Year 4 | Nisindu N | Jude C |
| Year 5 | Darren Y | Ryder M |
| Year 6 | Praise M | Samuel G |
Week 5 - Term 4
Students from Kinder to Year 6 received the Deep Thinking Award. This award recognisesthose students who use critical and creative thinking to become independent life-long learners. They use a variety of thinking strategies and take responsibility for their learning.
| CLASS |
DEEP THINKING AWARD |
LEADER OF THE WEEK |
| Kinder | Theodore M | Bronte H |
| Year 1 | Ryan C | Jackson Y |
| Year 2 | Magnus A | Leo J |
| Year 3 | Ivy F | Sebastian T |
| Year 4 | Lucas S | Flynn D |
| Year 5 | Pedro F | Lachlan C |
| Year 6 | Ryan T | Tevin D |
The Principal's Award celebrates outstanding achievement by a student in Faith, Justice and Learning including other contributions to school life. Congratulations to:
| CLASS | STUDENT |
| Week 4 - Year 3 | Ted F |
| Week 4 - Year 3 | Hudson I |
| Week 5 - Year 5 | Sachi B |
SCHOOL MERIT AWARD POLICY
The purpose of our weekly school-based merit award system is to recognise and celebrate student achievement and success in a variety of learning and leadership areas. As the title suggests, it is based on merit for achievement and is not designed as an encouragement award or given out so everyone in the class will receive an equal amount of awards each term or year. The classroom teachers have a myriad of ways of encouraging and recognising the growth of the students at a class level.
THE STRUCTURE OF MERIT AWARDS K-6
- Step 1 - 5 Merit awards = First Assistant Principal Award+
- Step 2 - 5 Merit awards = Second Assistant Principal Award+
- Step 3 - 2 Merit awards = First Principal Award
- Step 4 - 5 Merit awards = Third Assistant Principal Award+
- Step 5 - 5 Merit awards = Fourth Assistant Principal Award+
- Step 6 - 2 Merit awards = Second Principal Award+
- Final Step - 2 Merit Awards = St Brigid Medal
THE PROCEDURE
- When students achieve a milestone they are required to submit the actual relevant merit awards to the school office for validation
- The awards are verified by the Assistant Principal and /or Principal and signed, stamped and dated
- The next milestone award is presented at the assembly on the Friday after all the documentation is presented.
- The Assistant Principal and Principal will sign and date the back of the awards when they are presented.
- The final awards of the year are presented at the final assembly in Week 9 (if it is a 10 week term) and Week 10 (if it is an 11 week term). No awards will be presented after this assembly.