friday 21st ebruary · 2020-04-23 · the reasons for why we baptise our children are very personal...

Dear Parents, Students & Friends,

This Wednesday we begin the season of Lent. Being

so early this year, it has almost caught us by surprise.

The key to understanding the meaning of Lent is

simple: Baptism. Preparation for Baptism and for

renewing baptismal commitment lies at the heart of

this liturgical season. Our own experience of

Baptism as parents is deeply enriched by the

baptism of our own children. The reasons for why

we baptise our children are very personal stemming

from that of faith to that of family tradition. The

value of this sacrament greatly depends upon how

we each enact upon it our daily and communal

living.

Our challenge in this day and age is to renew our

understanding of this important season of the

Church year and to see how we can integrate our

personal practices into this renewed perspective.

Why is Baptism so important in our Lenten

understanding? Lent, as a 40-day season,

developed in the fourth century from three merging

sources. The first was the ancient paschal fast that

began as a two-day observance before Easter but

was gradually lengthened to 40 days. The second

was the catechumenate as a process of

preparation for Baptism, including an intense period

of preparation for the Sacraments of Initiation to be

celebrated at Easter. The third was the Order of

Penitents, which was modeled on the

NEWSLETTER NO. 04

FRIDAY , 21S T FEBRUARY , ‘20

catechumenate and sought a second conversion

for those who had fallen back into serious sin after

Baptism. As the catechumens (candidates for

Baptism) entered their final period of preparation

for Baptism, the penitents and the rest of the

community accompanied them on their journey

and prepared to renew their baptismal vows at

Easter. Lent, therefore, is radically baptismal.

For most older Catholics, (and I have to put myself

into this group) the first thought that Lent brings to

mind is giving something up. In my childhood, the

standard practice was to give up lollies, having

completed the season of Lent we celebrated with

a basket of chocolate Easter eggs on Easter

Sunday. Some of us even added to the Easter

surplus by saving lollies all through Lent, stockpiling

what we would have eaten had we not promised

to give it up.

There’s a wonderful story of a father who had urged

his children to move beyond giving up lollies to

giving up some bad habit that marked their lives.

About halfway through Lent he asked the children

how they were doing with their Lenten promise.

One of his young sons had promised to give up

fighting with his brothers and sisters during Lent.

When his father asked him how it was going, the

boy replied, "I'm doing pretty good Dad—but boy, I

can't wait until Easter!"

The boy had only partly understood the purpose of

Lenten "giving up."

Lent is about conversion, leaving behind an old

way of living and acting in order to embrace new

life in Christ.

May what you have chosen to do during Lent truly

bring you closer to your God, and that it lasts you a

life time.

Desmond Noack

Principal

Care Monkey

We can almost hear the groan of parents having to complete yet another excursion / permission form for an event. It is because of this and that we should be using technology to make our lives a little easier that we are implementing the ‘app’ called CareMonkey. CareMonkey is an innovative parent controlled electronic medical form for schools, clubs and other groups with a duty of care. It’s an electronic version of the paper based forms you’re having to fill in for excursions, camps, enrolments, etc. It provides you with the opportunity to update medical information promptly and accurately while providing the school with instant access to the emergency information provided by you. We will be using the CareMonkey app in the best interest of the children whilst also reducing the burden to you in filling out the same information on multiple forms throughout the year.

As a parent, you are able to use a PC, laptop, tablet or smart phone to enter the details including:

emergency contacts

medical contacts

medical checklist including asthma, allergies, seizures, diabetes

health and ambulance insurance details

notes and other care instructions from parents

In order to ensure that this system works, we require you to return your family summary report asap to the office.

For families choosing not to participate, a paper version of the permission form will continue to be required.

As a parent/guardian, you will receive an email from the CareMonkey system inviting you to sign up.

You don’t need to do anything until you receive the email requesting the information other than complete the attached form.

Please feel free to contact the school if you have any questions. You can also visit the CareMonkey website for more information: https://www.caremonkey.com/parents/ We greatly appreciate your assistance.

ENHANCING CATHOLIC

SCHOOL IDENTITY One of the areas that has not received attention for

many years is that of the collection of data around

the school’s Catholic Identity.

In undertaking the Catholic Identity Survey, we are

able to better plan for future needs.

To assist us in future planning we need (and are

required) to collect data regarding our

understanding and views of faith and religious

education here at Resurrection Catholic Primary

School.

Instructions have been sent home, which will assist

you in assisting us in gathering this information. We

need as many respondents as possible to ensure

that the data received reflects the views, beliefs

and understanding of all within the school.

The website case-sensitive password is Gh654

The school’s entry code is K9g8W7

https://www.caremonkey.com/parents/

School Advisory Meeting Next Week

– Wednesday 4th March at 7.00pm.

At our next S.A.C. Meeting, we will be reviewing

and discussing the following matters:

Student eating times.

Review of and Application of Uniform Policy

Reduction of plastics in school rubbish.

Parents wishing to participate in these discussions

are strongly encouraged to join us as it provides us

with the opportunity to get a range of views and

understanding about each topic. In turn, assisting

with better decision making.

Parish Pastoral Council Last year we spoke about a governance model for

the parish. The feedback received was that we

continue with the monthly Parish Meeting Nights.

The focus of these meetings is on individual

ministries. To further assist Fr Gerard with the overall

planning and decision making

a Parish Pastoral Council is to be established. The

team will be made up of one representative from

each parish group and meet 4 times per annum on

the same date but prior to a normal

Wednesday Parish Meeting at 6:30pm finishing

around 7:15pm and then we would proceed to

the Parish Meeting.

There will be representative from your group to be

part of the Parish Pastoral Council and forward

their name to Melanie on [email protected]

Our first meeting will be on Wednesday March 4th at

6:30 in the parish office.

Below is a detailed description of the role of

the Parish Pastoral Council:

“The Parish Pastoral Council is a consultative

body, pastoral in nature, because it strives to

discern the movement of the Holy Spirit among

God's people in the parish.

A Parish Pastoral Council gives its help to the pastor

in fostering pastoral activity; it investigates, under

the authority of the pastor, all those things which

pertain to pastoral works to ponder them, and to

propose practical conclusions about them. It is

essential that Council meetings occur in the context

of prayer and openness to the Holy Spirit, so that at

all times the common good will prevail.

Specifically, the Parish Pastoral Council's purpose is

to enhance the process of:

· pastoral planning

· developing pastoral programs

· improving pastoral services

· evaluating the pastoral effectiveness of

various programs and services

Although the Council is not a body which makes

binding decisions, the recommendations of

the Pastoral Council are to be taken seriously when

grounded in prayer, discernment and communal

wisdom.

The Parish Priest presides over

the Parish Pastoral Council. The Parish Priest is

responsible for the final approval

of Council recommendations

concerning pastoral planning, programs, and

services for the parish, as well as for their

implementation”.

mailto:[email protected]

Dates for the Diary

Week 5 Monday: 24.02

o Staff Prayer & Briefing: 8.15am

o School Assembly: 2.35pm

Tuesday: 25.02

o CEM Agile Leadership Program

Wednesday: 26.02

o Ash Wednesday Mass – 9.00am

o Prep Rest Day

o Staff Meeting – 3.30pm

Thursday: 27.02

o

Friday: 28.02

o Summer Interschool Sports



o (Prep Go Full Time)


Tuesday: 03.03

o

Wednesday: 04.03


Thursday: 05.03

o

Friday: 06.03

o Level 4 (Grade 4’s) Mass 9.00am



o LABOUR DAY HOLIDAY – School Closure

Tuesday: 10.03

o Parent Support Group Meetings by

appointment.

Wednesday: 11.03



appointment.

Thursday: 12.03

o New Arrival Network Meeting


appointment.

Friday: 13.03






Tuesday: 17.03

o

Wednesday: 18.03


Thursday: 19.03


appointment

Friday: 20.03


o Summer Interschool Sports – Finals

o National Bullying - No Way Day




Tuesday: 24.03

o Sacrament of Reconciliation 7.30pm

Wednesday: 25.03


o APSMO Test 1

o Year 5 Camp – Portsea (Leave)

Thursday: 26.03

o Year 5 Camp – Portsea

o Sacrament of Reconciliation 7.30pm

Friday: 27.03

o End of Term Mass 9.00am

o Year 5 Camp – Portsea (Return)

o Dismissal Time – 3.15pm

Motivating Your Child for Excellence

The request to “Wake up for school please

Ashton” was met with a groan.

“I don’t want to go to school mum.”

Most parents will experience a child who is not

motivated to be at school at some point in

their lives. Many of you parents were that child!

Trying to stimulate your child’s motivation at

school can be very challenging for parents,

primarily because so much of what happens at

school is out of your control. The environment

provided by the teacher, other students, and

the school community can have a powerful

impact on your child’s level of motivation.

There are, however, several things that parents

can do to increase their child’s motivation at

school:

Remember, relationships matter

Encourage your child to develop positive

relationships with other students at school. If

the peer environment is one that is safe, fun,

and comfortable, then your child will be more

motivated to be at school than if bullying or

teasing is common place.

Your child’s relationship with the

teacher should be positive Look for ways to speak with your child about

what the teacher is doing well, and the

positive aspects of the student-teacher

relationship. By building a positive perspective

on classroom relations, children are likely to be

more motivated at school.

Speak positively about the school

When our children hear us openly criticise

school, the teachers, or the principal, we

undermine their faith and confidence in the

people who are influencing and teaching

them each day. Look for things that the

teacher or school are doing well, and

emphasise them publicly. When your children

hear you speaking positively about their

school, they will experience your enthusiasm as

an endorsement and respond accordingly.

Encourage mastery and mistakes,

not performance and perfection Developing competence requires practice,

mistakes, and a long-term approach to

mastery. If you’ve ever had a boss watching

over your shoulder you will know how your

focus on perfect performance can cause you

to unravel. It also probably reduced your

motivation! When children know they will not

be judged on their performance, they feel free

to experiment, make mistakes, and try again.

By reducing pressure for perfect performance

learning becomes an enjoyable process, and

motivation goes up.

Emphasise effort

When your child brings home a report card (or

when any evaluation is occurring in relation to

schoolwork), emphasise the effort that they’re

making over the results they’re achieving. Ask

questions such as, “Do you feel like you’re

working hard?” Point out what a teacher says

about your child’s effort and ask, “Is your

teacher right about this? Are you putting in less

effort than you can?” Emphasise that you care

more about effort than outcomes.

Share your child’s successes

When your child demonstrates competence,

let him/her hear you telling other people about

what was accomplished.

“Ella has been making such a big effort at

school, and today she received an award for

it.”

“Jack got 22 out of 25 on his weather project.”

“Matt just did his first serious high school exam.

I’ve never seen him put in so much effort

before. We still don’t know what he scored, but

I’m so proud of him for working so hard.”

By telling people about the successes your

child experiences, and by finding the good in

what they do, your child will be more

motivated to continue to work hard, practice,

and develop good academic outcomes.

This week’s focus - Growth Mindset vs Closed Mindset In our Parenting session Melinda introduced us to different mindset and how we can use these to think about parenting. She shared with us the research and work of Carol Dweck… In a fixed mindset, people believe their qualities are fixed traits and therefore cannot change. These people document their intelligence and talents rather than working to develop and improve them. They also believe that talent alone leads to success, and effort is not required. Alternatively, in a growth mindset, people have an underlying belief that their learning and intelligence can grow with time and experience. When people believe they can become smarter, they realize that their effort has an effect on their success, so they put in extra time, leading to higher achievement. “If parents want to give their children a gift, the best thing they can do is to teach their children to

o Love challenges o Be intrigued by mistakes o Enjoy effort o Keep on learning

That way their children don’t have to be slaves of praise. They will have a life long way to build and repair their own confidence.” Carol Dweck Next week we will focus on Building Children’s Confidence and Self Concept

Mrs Jess Davis Deputy Principal, Wellbeing & School Organisation

Burmese

ယခအုပတအ်ာရ ုစ ုက ်- Closed Mindset vs

ကက ြီးထ ာြီးအတတ ြီးအတခေါ်

ကျွန်ပ်ုတ ု ို့၏မ ဘအုပ်ထ နြ်ီးမှုအစ အစဉ်တ ငမ်ယလ်ငဒ်ါသညမ်

တညူ တသာအတတ ြီးအတခေါ်မ ာြီးက မု တဆ်ကတ်ပြီးခ ို့ပပ ြီး၎ငြ်ီးက မု

ဘအုပ်ထ နြ်ီးမှုနငှို့ ်ပတသ်က၍် မညသ် ု ို့စဉ်ြီးစာြီးန ငုသ်ည။်

သသူညင်ါတ ု ို့နငှို့အ်တ ူCarol Dweck

၏သတုတသနနငှို့အ်လပ်ုက မုျှတေခ ို့သည။်

သတမှ်တထ်ာြီးသညို့အ်တတ ြီးအတခေါ်တစ်ခတု ငလ်တူ ု ို့သညသ်ူ

တ ု ို့၏အရညအ်ခ ငြ်ီးမ ာြီးသညပ် ုတသစရ ုကမ် ာြီးဖြစ်သညဟ်ယု ု

ကကညတ်သာတကကာငို့မ်တဖပာငြ်ီးလ န ငုပ်ါ။

ဒ လတူတ ဟာသတူ ု ို့ရ ို့တ ြုီးတကမ်ှုက တု ြုီးတကတ်အာငလ်ပ်ုြ ု ို့ထ

ကသ်တူ ု ို့ရ ို့ဉာဏရ်ညန် ို့စ မ်ြီးရညတ်တ က မှုတတ်မ်ြီးတငက်ကတ

ယ။် စ မြ်ီးရညတ်စ်ခတုညြ်ီးကသာတအာငဖ်မငမ်ှုက ုဦြီး

တညန် ငုသ်ညဟ်ယု ကုကညက်ကပပ ြီးအာြီးထတုမ်ှုမလ အုပ်ပါ။

တနညြ်ီးအာြီးဖြငို့က်က ြီးထ ာြီးြ ွံ့ ပြ ြီးမှုအတတ ြီးအတခေါ်တ ငလ်တူ ု ို့သ

ညလ်တူ ု ို့၏သငယ်မူှုနငှို့အ်သ ပညာသညအ်ခ နန်ငှို့အ်တတ ွံ့အ

ကက တ ု ို့ဖြငို့က်က ြီးထ ာြီးန ငုသ်ညဟ်တူသာအတဖခခ ယ ကုကညခ် ကရ်ှ

သည။်

လတူတ ကသတူ ု ို့ဟာပ ုပပ ြီးစမတက် လာမယလ် ု ို့ယ ကုကညတ် ို့အ

ခါသတူ ု ို့ရ ို့ကက ြီးစာြီးအာြီးထတုမ်ှုကသတူ ု ို့ရ ို့တအာငဖ်မငမ်ှုက အု

က ြီးသကတ်ရာကတ်ယဆ် တုာက သုတဘာတပါကလ်ာတာ

တကကာငို့အ်ခ နပ် ုတပြီးပပ ြီးပ ုမ ဖုမငို့မ်ာြီးတ ို့တအာငဖ်မငမ်ှုဆ သ ု ို့ ဦြီး

တညသ် ာြီးသည။်

“

မ ဘတတ ကကတလြီးတတ က လုကတ်ဆာငတ်ပြီးခ ငရ်ငသ်တူ ု ို့လု

ပ်န ငုတ်ာအတကာငြ်ီးဆ ြုီးကကတလြီးတတ က သုငတ်ပြီးတာပါပ

o ခ စ်ဖခငြ်ီးတမတတ ာဆ ငုရ်ာစ နတ်ခေါ်မှုမ ာြီး

o အမှာြီးမ ာြီးတကကာငို့စ် တေ်ငစ်ာြီးပါ

effort ကက ြီးစာြီးအာြီးထတုပ်ါ

o ဆက၍် တလို့လာပါ

ထ နုညြ်ီးအာြီးဖြငို့သ်တူ ု ို့၏ကတလြီးမ ာြီးသညခ် ြီးမ မ်ြီးဖခငြ်ီး၏ကျွ

နဖ်ြစ်ရနမ်လ ပုါ။

သတူ ု ို့ဟာက ယုို့က် ယုက် ယုယ် ကုကညမ်ှုတညတ်ဆာကြ် ု ို့န ို့ဖပန်

လညဖ်ပ ဖပငြ် ု ို့ဘေတစ်တလျှာကလ် ြုီးရှ လ မို့်မယ။် ”

Carol Dweck

တနာကအ်ပတတ် ငက်တလြီးမ ာြီး၏ယ ကုကညမ်ှုတညတ်ဆာကဖ်ခ

ငြ်ီးနငှို့က် ယုို့က် ယုက် ယု ကုကညမ်ှုတညတ်ဆာကဖ်ခငြ်ီးက အုာရ ုစ ု

ကပ်ါမည ်

Mrs Jess Davis

လကတ်ထာကတ်က ာငြ်ီးအုပ်၊

သာယာေတဖပာတရြီးနငှို့တ်က ာငြ်ီးအြ ွံ့အစညြ်ီး

https://www.developgoodhabits.com/become-smarter/

https://www.developgoodhabits.com/successful-life/

https://www.developgoodhabits.com/achievement-quotes/

Vietnamese Tuần này tập trung - Tư duy tăng trưởng so với tư duy khép kín Trong phần Làm cha mẹ của chúng tôi, Melinda đã giới thiệu cho chúng tôi những suy nghĩ khác nhau và cách chúng tôi có thể sử dụng những điều này để suy nghĩ về việc nuôi dạy con cái. Cô chia sẻ với chúng tôi về nghiên cứu và công việc của Carol Dweck già Trong một tư duy cố định, mọi người tin rằng phẩm chất của họ là những đặc điểm cố định và do đó không thể thay đổi. Những người này ghi nhận trí thông minh và tài năng của họ hơn là làm việc để phát triển và cải thiện họ. Họ cũng tin rằng tài năng một mình dẫn đến thành công và không cần nỗ lực. Ngoài ra, trong một tư duy tăng trưởng, mọi người có một niềm tin cơ bản rằng học tập và trí thông minh của họ có thể phát triển theo thời gian và kinh nghiệm. Khi mọi người tin rằng họ có thể trở nên thông minh hơn, họ nhận ra rằng nỗ lực của họ có ảnh hưởng đến thành công của họ, vì vậy họ đã dành thêm thời gian, dẫn đến thành tích cao hơn. Nếu cha mẹ muốn tặng con cái một món quà, điều tốt nhất họ có thể làm là dạy con o Thử thách tình yêu o Bị hấp dẫn bởi những sai lầm o Tận hưởng nỗ lực o Tiếp tục học Bằng cách đó, con cái của họ không phải là nô lệ của sự khen ngợi. Họ sẽ có một cuộc đời dài để xây dựng và sửa chữa sự tự tin của chính mình. Carol Dweck Tuần tới chúng tôi sẽ tập trung vào việc xây dựng sự tự tin và ý tưởng cho trẻ em Bà Jess Davis Phó hiệu trưởng, tổ chức phúc lợi và trường học

Arabic

PEP

Julia El-Sheikh: For writing her name correctly

using capital and lowercase letters. Well done

Julia!

PDC

Camila Parilla-Rivas: For having a happy

attitude towards new learning.

Christian Mekonnen: Trying hard in all his

learning.

PSB

Charlotte Veloso: For writing her name correctly

using capital and lowercase letters. Well done

Charlotte!

Kung Then Tin Tuep: For writing his name

correctly using capital and lowercase letters.

Well done Kung Then!

1KZ

Christar Tin Tuep: For writing on dotted thirds

correctly.

1AH

Kevin Nguyen: for writing neatly and accurately

on dotted thirds

Rayden Villena: for creative and detailed

illustrations of his work.

2AF

Kriselle Agpasa for her willingness to contribute

to class discussions

Noah D’Rozario - for being a persistent learner

2AO

Ulette Lai: for working very hard at handwriting

and Maths.

Achai Manut - for always helping others with

their work while working very hard herself.

3MD

Ava Nave: For the amazing creativity Ava

displayed when designing her clock.

Daniel Cinzah: For his insightful questions and

contributions during classroom discussion.

3JT

Watchen Jerue: Well done on now counting by

10’s independently without materials

3LF

Declan Nsereko: For always attempting work

which has been given to him with confidence.

4LD

Jamie Kok: Jamie, has been consistent in

applying his VCOP pyramids to his narrative

writing tasks and of the final product reflects his

dedication to be successful. Congratulations on

your flair for writing Jamie!

4JM

Sama Kajo: For reading her narrative

introduction to the class with great gusto.

4SB

Michaela Dizon: For being a persistent learner

by using her time wisely and using learning

resources to help her when she is stuck.

5MS

Jade Williams: For being focused and

completing her work in class.

5SS

Ysobel Gomez: For having a growth mindset

and for being persistent when completing your

maths work

Calabe Tesfay: For presenting an amazing

inquiry project showing how you express yourself

through magic tricks.

5MG

Tahlia Cremona: for remaining focused on her

learning and making amazing choices to be the

best learner she can be.

Amos Lian: for being engaged in his learning

and pushing himself to be the best learner he

can be.

6SG

Lihnah Pham:-for responding and reflecting in

great detail to the book The ‘Red Tree’ in

religion.

Daniel Rizkalla: for persevering in understanding

the meaning and significance of the book The

‘Red Tree’ in religion.

6SC

Jacob Rebustillo: For outstanding commitment

and dedication to the school and church

community by playing the keyboard at the

Whole School Mass.

Ryder Lewis: For starting each day with radiating

positivity, enthusiasm and organisation

beginning the school term.

Mongboe Jerue: For setting a high standard for

her workbooks this year, presenting work neatly

and with excellent handwriting.

friday 21st ebruary · 2020-04-23 · the reasons for why we baptise our children are very personal...

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