SRI Differentiation

This year one of our school priorities was differentiation, focusing on pedagogy that engages, challenges and extends students at St Michael’s. Teachers engaged in professional learning to develop a shared knowledge and understanding of quality differentiation. In stage teams, teachers have collaboratively planned units of work that utilise contemporary effective teaching strategies which promote student engagement and provide students with an opportunity to have ownership over their learning. This started with our Religious Education units back in term 2 and has continued in other Key Learning Areas such as History, Geography and Science across the school. 

A lockdown didn’t stop us either! Teachers carefully planned remote learning activities to be engaging and challenging, with a variety of open ended seesaw activities, inquiry based investigations and learning that was individualised to meet students where they are at.  Throughout these varied learning experiences students have developed their skills to work collaboratively and be critical, creative and innovative thinkers. We are very proud of how students have embraced different ways of learning and look forward to seeing students continue to flourish in their learning. 

Miss Emma Riolo - Middle Leader 2

SRI Writing

One of our SRI goals this year was focused around writing. Our teachers came together to look at students' writing samples and it became clear we needed to narrow our focus down to the teaching of grammar. The teachers engaged in professional development with Jessica Mantei from Wollongong university. This professional development included collaborative planning time with Jesscia to authentically integrate the teaching of grammar during reading and writing sessions to achieve a balanced literacy block. As a staff we came together in term 2 to celebrate the success and growth of students in this area and to plan the next steps to continually develop the students’ skills. The teachers' plans may have been interrupted in term 3 however they need to be credited for continuing this focus during remote learning.  The students at St Michael's are now using technical language associated with grammar and can identify grammatical features in texts that they read. We have seen amazing growth in the students and are extremely proud of their hard work! 

Miss Eliza Treble - Assistant Principal

PB4L 2021 Wrap up

This year has certainly been an interesting year. Not too dissimilar from last year, however, we still prioritised student and family wellbeing and welfare. 

One of our School Review and Improvement goals was that we will have a targeted school wide approach that meets the needs of all students in order to promote student learning and wellbeing. We undertook several strategies to achieve this. This included classes integrating Social and Emotional Learning through the PDHPE and RE curricula. Our programs incorporated the building of personal and social capabilities that included self-awareness, self-management, social awareness and social management through the introduction of the Zones of Regulation. Students were exposed and explicitly taught how to articulate their emotions, their effects on others and how to regulate their emotional states. The strategies used were highly effective in supporting students to further develop building resilience and positive mindsets. 

This year, all classes engaged in Christian Meditation, this is a specific type of meditation and is not the same as “mindfulness” or other meditation practices. Christian meditation is the prayer of stillness and silence. It is a universal wisdom found in all spiritual traditions and is part of an ancient Christian tradition. As with all prayer, and in time, we are graced with the fruits of the spirit - love, peace, joy, happiness, patience, kindness, gentleness, attention, compassion and wisdom. 

Remote learning created stress and strain on many students and families. Being proactive and recognising this was very important for students to continue to feel safe and supported upon their return to the classroom and learning. Staff undertook professional development on addressing the needs of students and how anxiety may have presented itself. Students and families were checked in on regularly, assessing their social and emotional needs. Strategies were employed to provide a smooth transition to their continued learning on site.

I hope that you all enjoy a happy and holy Christmas surrounded by those you love.

Thank you

Ronelle Peardon - Middle Leader 1