We thank you Lord, for this term. For the challenges, the successes, and the mistakes from which we have learnt. Be with us as we spend our time with family and friends. Give us strength and courage to do what is right: to be witnesses of our faith. Help us to be a practical Christian these holidays, to appreciate what others do for us, to give time and effort to help others. To be peacemakers in our family. Keep us safe in our activities; give us good rest and good fun. Bring us back refreshed and ready for a new term. We thank you for our classmates, teachers, parents and a community that cares for us. May we always be conscious of you in our lives.
Dear Parents and Friends of Loreto Nedlands
Mary Ward’s virtue of FELICITY: God is the source of all good. MW – Maxim
As we head off for our Term Two school holidays, I take this opportunity to thank you all for your support throughout the term. I also thank my dedicated staff, P&F and Loreto Board for their contributions.
We have a few minor staff changes happening…
In Term Three, Mrs Justine Jacobs will be taking Long Service Leave from Kindergarten/Friday Pre Kindergarten class so Mrs Shelley Gibson will be the classroom teacher. Shelley is a qualified Teacher who currently chooses to work as an Education Assistant. Shelley has stepped up over the years in the teacher role when required. Mrs Maliha Shafiq will be the Education Assistant in Kindergarten/Friday Pre Kindergarten.
We welcome back Mr Rob Falloon, who will be returning for Semester Two from Long Service Leave. Rob will only be returning for next semester as he will be taking a year’s leave in 2022. We also welcome back Mr Andrew Boxsell from Long Service Leave. As a result, there will be more teacher support available in the classrooms. Mrs Alecia Gooch will continue to teach Year Two on Mondays and Tuesdays and Literacy and EALD support teacher on Wednesdays and Thursdays. Mrs Rebecca Barfoot is our Pre Kindy teacher on Tuesdays and Wednesdays and Maths support teacher on Mondays, Thursdays and Fridays. Mr Rob Falloon will predominantly support the Year One and Two teachers, Mr Corbett Year Three and Four teachers and Mr Boxsell Year Five and Six teachers. These teachers will also continue in their other roles as Science, Health, Wellbeing and Physical Education. This will enable class teachers to remove themselves from the classrooms to undertake one-to-one testing as well as individual support as required.
We also farewell and thank Mrs Jules Foncesa for her service at Loreto in Semester One. Jules will return to her previous Applied Behavioural Analysis ABA career and complete her BCBA to become a registered therapist in Australia.
Regardless of how we commence Term Three, we will be ready to provide a comprehensive education to your child. Teachers will be prepared to work either face to face or online as directed by Premier Mark McGowan and the Catholic Education Office. I will endeavour to keep you informed as new information comes available throughout the school holidays.
Keeping that in mind, our Term Three planner remains as scheduled. However, cancellation and/or rescheduling of events may be required due to unforeseen restrictions. If this does occur, I ask you to please accept this graciously as something beyond our control.
Finally, I wish all family and friends of Loreto a wonderful holiday break. Stay safe.
Pre Kindergarten and Kindergarten Enrolments for 2022
Experience our Early Learning Years. Please be advised that Rika Andres, Principal is now finalising our Pre Kindy and Kindy places for next year. If you haven’t submitted your enrolment applications, please call Louise Miller on 6389 9400 to make an appointment so you don’t miss out.
Our Pre Kindy program is available on Tuesdays, Wednesdays with an optional extra day on Fridays 8.45am – 3.00pm.
Our Kindergarten program is available every week on Tuesdays, Wednesdays, Thursdays and offering an optional extra day on Friday 8.30am – 3.00pm. This is an attractive option to daycare for some families and supports our Kindy program that runs during the week.
Please note that we also have after-school care available on site every day through Extend. Please register your interest online via their website and view the programs available:
Congratulations to the recipients of this semester’s Growth Awards. The Growth Awards are presented to one student in each year level who has demonstrated the largest academic growth in either Literacy or Numeracy throughout the semester. It was wonderful to hear why each student received their award with phrases such as applying knowledge, building on skills, effort, concentration, persistence and positivity a common theme throughout.
Semester One 2021 Growth Award Recipients
Pre-Primary – Evelyn Cogan
Year One – Isabella Prior
Year Two – Elena Hewlett
Year Three – Owen Ferguson
Year Four – Shin Maeda
Year Five – Gabriella Biddle
Year Six – Jamie Lippiatt
The Term Three Parent Planner has been uploaded on the school website for your information.
IPSHA Speakers Challenge 2021
What a night! We are very proud to announce that on Wednesday 23 June, three Loreto Nedlands students competed in the IPSHA Speakers Challenge 2021. Included in the competition were 20 schools from locations all around WA.
This followed our Loreto Speaker of the Year event on Tuesday 15 June. Our students displayed our Loreto values beautifully and accepted their awards with grace.
We are delighted to announce that Charlie van der Struyf, Year Six was placed second, winning silver overall.
Eva Zammuto, Year Five received a silver in the semi-final, within their groups together with Lauren Wood, Year Six who received bronze.
Loreto Nedlands instils strong oral language skills in our Early Years program and continues to build on this throughout our upper years with all students participating in our Oracy program.
Celebrating Naidoc Week 2021
4 – 11 July – Heal Country!
Students are participating in various activities before the end of the term to celebrate NAIDOC week and recognise the meaning of reconciliation.…
Pre-Kindergarten NAIDOC Happenings
During NAIDOC Week the Pre Kindy class read two books written by Ros Moriarty and illustrated by Balarinji, Australia’s leading Indigenous design studio. “Bush Tracks” is a fun, lyrical story about tracking animals in the bush featuring vibrant illustrations. The Pre Kindy children enjoyed painting their own bush snakes to hang in their classroom.
“Who Saw Turtle?” follows the glorious exploration of the amazing migration of Turtle as she travels the world and then returns home to lay her eggs. After painting and decorating our turtles, we added them to the class ocean!
Pre-Primary and Year Five NAIDOC Happenings
This week the Pre-Primary students met up with their class buddies the Year 5’s to complete activities that focused on NAIDOC week and Aboriginal and Torres Strait Islander cultures and histories. We listened to an acknowledgment of country and read the story ‘How the Birds got Their Colours’. We then discussed why it is important to listen to Dreaming stories and celebrate Aboriginal history and culture particularly the Wadjuk Noongar people the first people from the land on which we walk, learn and play. We then completed a series of activities including Aboriginal inspired dot painting based on the story. The Year 5’s also read Dreaming stories to the Pre-Primaries and together we all made posters using this year’s key message Heal Country utilising some Noongar Aboriginal symbols, colours and NAIDOC 2021. The children loved sharing this experience and working with the older students to continue learning about our history and the world around us.
Amee Coles Lori Coenen
Primary Teacher Year Five Teacher
Year Two and Year Four NAIDOC Happenings
As part of our NAIDOC Week celebrations the Year 4 students read the Dreamtime stories that they had written to their Year 2 buddies.
Alecia Gooch & Jessica Joseph Emily Meneghello
Year Two Teachers Year Four Teacher
I located this article via the Eureka Street website and found this interesting as we deal with the pandemic but also maintain awareness for inclusivity for all in our society.
Zoomkwondo and other lessons from the pandemic
- Written by Dr Cristy Clark
- 17 June 2021
Early last year, when the world was turned on its head, I was amazed by the speed with which people found new ways of doing almost everything. In the blink of an eye, schools and universities moved online, as did workplaces, doctor’s surgeries, psychology practices, yoga studios, bookclubs and family gatherings. Even my taekwondo club moved online. Indeed, to combat the isolation and weirdness of the pandemic, we met even more frequently via Zoom for classes that we nicknamed ‘Zoomkwondo’. These adjustments weren’t easy for everyone, or even ideal, but the sheer creativity and innovation that everyone displayed in finding ways to make things work was incredible.
For many people, however, this mass display of flexibility and adaptability was bittersweet. About 1 in 6 Australians (18 per cent) live with a disability, and many of these 4.4 million people face daily barriers to their full inclusion in education, work, services, activities, etc, not because of their disability, but because access has been structured around the needs, capacities and preferences of people who do not live with a disability. Exclusion has always been a choice, but the pandemic has laid this reality bare.
Under discrimination law, including the Disability Discrimination Act 1992 (Cth), a failure to make ‘reasonable adjustments to support the full inclusion of a person with a disability is defined as unlawful discrimination. Theoretically, there is a fairly high bar for considering such adjustments ‘unreasonable’ — in that they would need to impose an ‘unjustifiable hardship’ on the person being asked to make them. However, discrimination law is not self-executing.
If you’ve ever tried to request a reasonable adjustment, you’ll be keenly aware of the fact that a person (or organisation) can very easily obfuscate, delay or subtly refuse your request in ways that are difficult to pin down, let alone challenge. And this doesn’t even deal with the fact that making a formal complaint is a highly unappealing option for most people. Not only does such a process cost you time, money and energy, but it is fraught with risk — the risk of an unsuccessful outcome and, perhaps more significantly, the risk of damaging relationships (some of which you may rely on for inclusion within the community).
A 2018 Report on ‘Improving Educational Outcomes for Children with Disability in Victoria’ by Castan Centre for Human Rights, for example, found that children were being turned away from government schools in informal ways, such as ‘school leaders discouraging parents from seeking enrolment for their child, on the basis that the school isn’t the right “fit” for the student, or can’t accommodate the student’s needs.’ Interviewees also reported that inclusion was particularly ‘impacted by the failure of their school to make appropriate adjustments, or to implement adjustments effectively.’ Incredibly, no one reported having made a formal complaint of any kind — instead, all of these issues had been handled through informal (and often unsatisfactory) discussions.
By and large, this tendency to avoid making necessary adjustments to support the full inclusion of persons with disabilities is not due to an overt desire to exclude anyone. Instead, it is mostly driven by the perception that such adjustments are just too difficult and, let’s be honest, that it just isn’t enough of a priority. Could our experience of this pandemic perhaps trigger a change to this thinking — both by demonstrating how capable we really are of making adjustments; and by providing the opportunity for everyone to have a tiny sliver of insight into the significance of inclusion?
‘The most important thing that we could do in this respect would be to actually listen to people with disabilities, who already know what they need and have, in fact, been sharing their expertise for a long time now.’
During the weeks or months that people spent stuck at home, isolating from the risk of COVID-19, we all experienced a taste of how it feels to be cut off from our workplaces or learning communities, or our favourite activity. The sense of isolation and loss was significant, and it was a big motivation for many of us to find innovative work areas. Indeed, reflecting on the incredible changes that have taken place since COVID-19 began is both inspiring and a little upsetting. Upsetting, because an obvious implication is that inclusion was always within our reach and it just wasn’t important enough.
The question is: can we find a similar sense of motivation to find innovative ways of adjusting the way we do these things in the future so that everyone can be included? The most important thing that we could do in this respect would be to actually listen to people with disabilities, who already know what they need and have, in fact, been sharing their expertise for a long time now.
When we are talking about inclusion, there could be nothing more fundamental to this than inclusion in the decision-making process itself. Indeed, this process of ensuring that any action that is taken is first and foremost informed by the voices of persons with disabilities is central to the motto ‘Nothing about us without us’, which reflects the core right to participation that is enshrined in international law. As Charbel Zada has argued in relation to the poorly considered impact of COVID-19 policy on people with disabilities:
‘We have the right to be part of the conversation, and it is so important that we are because when we’re involved, we can inform policies based on what works for us and what doesn’t. … I’m also exhausted with abled people making shortsighted policies. We’re in unprecedented times right now, and I hope unprecedented times will bring unprecedented change. Perhaps we can finally be at the forefront of the conversations informing the policies that govern our lives and bodies.’
Taken from www.eurekastreet.com.au
It was a full house, as we watched the talented musicians (Rock Stars) light up our LPAC stage! This was our first ever Loreto Soirée and what a vibrant night it was!
The Soirée showcased our amazing ensembles and our talented Year 6 Soloists. Huge thanks to our amazing music directors Ben Griffith, Daniel Corvaia, Dom Papas and Robbie Corvaia conducted the outstanding ensembles including the Loreto Orchestra, Dom’s Furious 5, Ben’s Big Shots and Robbie’s Rockers. The Soirée showcased a variety of musical genres including Classical, Rock and Pop. The Loreto choir wrapped up the concert with some air- guitaring, headbanging and awesome vocals performing a huge Queen number – Bohemian Rhapsody.
Thank you to everyone’s continued support from our fabulous Loreto Music program. Many great things to come in our world of music. Watch this space!
What a term the Kindy Superstars have had. The children have loved being the Kindy Focus Star of the Day and getting to ride the bikes, wear the special vests and share their Treasure Box items with their friends.
This term the children have been discussing the ocean and making sea creatures and experimenting with Beach Erosion and How does a Shark float. They have done an observational drawing of shells, a blue manna crab and a fish. The crab and the fish were very stinky!
We also had a Hospital in the Kindy home corner and enjoyed a visit from AWCHA – Association for the Welfare of Children in Hospital. We explored using crutches and a wheelchair and loved the Dr and Hospital role play!
The children have been looking at dice and playing games with dice, talking about words that start with different sounds and looked at alliteration with their names. The children have begun to make a cave and love exploring with their friends at school!
We can’t wait to see what adventures Term 3 with Mrs Gibson brings!
The Fathering Project
This is a guest post from Leo Babauta of Zen Habits, a father of six children.
Being a father can be a wonderful thing, once you get past all the gross stuff, all the stressful events, the loss of privacy and the bewildering numbers of ways you can screw it up.
But other than those few things, fatherhood is wonderful.
Every Dad has fears that he won’t be a great Dad, that he’ll mess up, that he’ll be a failure. It comes with the job.
Unfortunately, what doesn’t come with the job is a simple set of instructions. As guys, we often will skip the manual, figuring we can wing it … but when things go wrong, it’s nice to have that manual to go back to. Fatherhood needs that manual.
And while, as the father of six children, you might say that I’m qualified to write such a manual, it’s not true — I’m winging it like everyone else. However, I’ve been a father for more than 15 years and with six kids I’ve learned a lot about what works and what doesn’t, what’s important and what you can safely ignore (unlike that odd grating sound coming from your engine).
What follows are the fatherhood tips I wish they’d passed out to me upon the delivery of my first child. It would have helped a ton. I hope they’ll help you become an even more awesome Dad than you already are — feel free to refer back to them as a cheat sheet, anytime you need some help.
- Cherish your time with them. One thing that will amaze you is how quickly the years will fly. My oldest daughter is 15, which means I have three short years with her before she leaves the nest. That’s not enough time! The time you have with them is short and precious — make the most of it. Spend as much time as you can with them and make it quality, loving time. Try to be present as much as possible while you’re with them too — don’t let your mind drift away, as they can sense that.
- It gets easier. Others may have different experiences, but I’ve always found the first couple of months the most difficult when the baby is brand new and wants to feed at all hours of the night and you often have sleepless nights and walk around all day like zombies. It gets easier, as they get a regular sleeping pattern. The first couple of years are also a lot more demanding than later years and as they hit middle school they become almost functioning, independent adults. It gets easier, trust me.
- Don’t look at anything as “Mum” duties — share responsibilities. While there are a lot of good things from our grandparents’ day that we should bring back, the traditional Dad/Mum split of parenting duties isn’t one of them. Some men still look at certain duties as “Mum” duties, but don’t be one of those Dads. Get involved in everything and share the load with your baby mama. Changing diapers, giving baths, getting them dressed, even feeding them (you can give them breast milk in a bottle).
- Love conquers all. This one sounds corny, but it should be at the centre of your Dad operating philosophy: above all, show your children love. When you’re upset, instead of yelling, show them love. When they are upset, show them love. When they least expect it, show them love. Everything else is just details.
- Kids like making decisions. While it is easier to be an authoritarian parent, what you’re teaching your child is to submit to orders no matter what. Instead, teach your child to make decisions and he’ll grow up much more capable — and happier. Kids like freedom and decisions, just like any other human beings. Your job is to allow them to make decisions, but within the parameters that you set. Give them a choice between two healthy breakfasts, for example, rather than allowing them to eat a bowl of sugar if they choose to.
- A little patience goes a long way. As a parent, I know as well as anyone how easy it is to lose your patience and temper. However, allowing yourself to react in anger or frustration is not the best thing for your child and you must remember that. That means you need to take a deep breath, or a walk, when you start to lose your patience. Practice patience with your child and your relationship and your child, will benefit over the long run.
- Sense of humour required. There will be times when your child does something that might make you blow your lid — writing in crayon all over the walls is a good one, as is dumping some kind of liquid on your couch or sneaking out and taking your car to meet up with friends. While you need to teach your child not to do these things, it’s better to just laugh at the humour in the situation. I’ve learned to do this more often, and it helps me keep my sanity.
- Read to them, often. Whether you’re a reader or not, reading to your children (from the time they’re babies onward) is crucial. It gets them in the habit of reading and prepares them for a lifetime of learning. It gives you some special time together and become a tradition your child will cherish. I read with all my children, from my 2-year-old and my 15-year-old and love every word we read together.
- Don’t be the absent Dad. The biggest mistake that Dads make are not being there for their children. Always, always set aside time each day and each week for your children. Don’t let anything violate this sacred time. And at those big moments in your child’s life — a soccer game, a music recital, a science fair — do you very best to be there. It means the world.
- Let them play. Kids really develop through playing — and while it might seem obvious, you should allow them as much free play as possible. That’s aside from TV and video games (see below), aside from reading, aside from anything structured or educational. Just let them play, and make things up, and have fun.
- Spark their imagination. Free play, mentioned above, is the best way to develop the imagination, but sometimes you can provide a little spark. Play with your kids, creating forts, dressing up as ninjas, role playing, imagining you’re explorers or characters in a movie or book … the possibilities are endless and you’ll have as much fun as they will.
- Limit TV and video games. I’m not saying you have to be Amish or anything, but too much of this type of entertainment keeps them from doing more imaginative playing, from reading, from getting outside to exercise. I recommend an hour a day of “media time”, but you can find the amount that works for you and your family.
- Learn the “firm no”. While I’m all for giving kids the freedom to choose and for free play and lots of other freedoms, there should be limits. Parents who don’t set boundaries are going to have children with behaviour problems, who have problems when they grow up. And if it’s not good to always say “yes”, it’s also not good for the child to say “no” at first … and then cave in when they throw a temper tantrum or beg and plead. Teach them that your “no” is firm, but only say “no” when you really feel that it’s a boundary you need to set.
- Model good behaviour. It’s one thing to tell your child what they should do, but to say one thing and do another just ruins the message. In fact, the real lesson your child will learn is what you do. Your child is always watching you, to learn appropriate behaviour. Excessive drinking or smoking or drug use by parents, for example, will become ingrained in the child’s head. Bad manners, inconsiderate behaviour, sloppy habits, anger and a negative attitude, laziness and greed … all these behaviours will rub off on your child. Instead, model the behaviour you’d like your child to learn.
- Treat their mother with respect, always. Some fathers can be abusive toward their spouse and that will lead to a cycle of abuse when the child grows up. But beyond physical or verbal abuse, there’s the milder sin against the child’s mother: disrespectful behaviour. If you treat your child’s mother with disrespect, your child will not only learn that behaviour, but grow up with insecurities and other emotional problems. Treat your child’s mother with respect at all times.
- Let them be themselves. Many parents try to mould their child into the person they want their child to be … even if the child’s personality doesn’t fit that mould. Instead, instil good behaviours and values in your child, but give your child freedom to be himself. Children, like all humans, have quirks and different personalities. Let those personalities flourish. Love your child for who he is, not who you want him to be.
- Teach them independence. From an early age, teach your children to do things for themselves, gradually letting them be more independent as they grow older. While it may seem difficult and time-consuming to teach your child to do something that you could do much faster yourself, it’s worth it in the long run, for the child’s self-confidence and also in terms of how much you have to do. For example, my kids know how to wash their own dishes, help clean the house, clean their rooms, fold and put away laundry, shower, groom and dress themselves and much more — saving a lot of time and work for me. Even my 2-year-old knows how to pick things up when she’s told to do so.
- Stand together with Mum. It’s no good to have one parent say one thing, just to have the other contradict that parent. Instead, you and Mum should be working together as a parenting team and should stand by each other’s decisions. That said, it’s important that you talk out these decisions beforehand, so that you don’t end up having to support a decision you strongly disagree with.