Ardtornish Newsletter

Term 2 Week 1 - 5th May 2023
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No 7

In this issue

  • Developing Every Child’s Self Regulation Skills
  • Canteen Roster
  • Excursion/Incursion Update
  • High Intensity Interval Training
  • Principal’s Award
  • TTG District Carnival Results Corrections
  • School Photos
  • School Uniform
  • School Card
  • Mothers Day Stall
  • Room 21 – Maths 
Diary Dates
May
9th -  AFL Max Camp Rm’s 17/18
10th - AFL Max Camp Rm’s 17/18,
          School Photos Class, FACE   
          Meeting 7pm
11th – School Photo Groups,
           Finance Meeting 3.15pm
12th – Cross Country
15th – Pupil Free Day, Governing
           Council Meeting 7pm,
           Volunteers Week
17th – Dream Big Excursion
           Rm’s 9/10/11/28
25/5 - Soccer Carnival
26/5 - Zoo Snooze Rm 29, Soccer
            Carnival
27th – Reconcillation Week
31/5 - Sports Portfolio Mtg 7pm

June
26th – JP Swimming Week
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July
31st – Yrs 3-5 Swimming Week

Road Crossing
Monitors
 
Wed 10th May – Tue 16th May
Mason W, Ryder W, Oliver H
 
Wed 17th May – Tue 23rd May
Matisse B, Molly W, Ella P
 
Wed 24th May – Tue 30th May
Caitlyn D, Sienna G, Alice E
 
Please arrive by 8.25am

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Developing Every Child’s Self-regulation Skills.
Introducing a helpful and informative online resource for caregivers

Pictured here are some students demonstating how the quiet spaces in the classroom can be used.
 
As a parent, you want your child to grow up to be responsible and able to manage their emotions and behaviour. Self-regulation is the ability to manage one's emotions, behaviour, and thoughts in response to a given situation. It involves the capacity to control impulses, delay gratification, and focus attention. Children who develop self-regulation skills are better equipped to handle stress, cope with challenges, and maintain healthy relationships and is a key predictor of success in many areas of life, including academic achievement, social competence, and overall well-being. Children who struggle with self-regulation are more likely to experience behavioural problems, academic difficulties, and mental health issues.
This year every Ardtornish staff member is participating in a series of training workshops designed to:
  • enhance our understanding and implementation of regulation strategies to improve the overall wellbeing of students and improve learning opportunities and outcomes.
  • Develop a consistency of practice and a behavioural approach with a focus on restorative practice & reconciling issues.
  • improve our class learning spaces and set up a designated regulation space/s within our school. Specifically, we are aiming to develop calming spaces within each classroom or break-out space, within line of sight, as well as establishing a designated regulation room & outdoor areas for regulation.
As valuable as it is for staff to have access to this training, to continually grow and develop our knowledge, we recognise the important role that parents have played in beginning their child’s journey to self-regulation by supporting them to engage in Co-regulation ("doing regulation together") before they began at school
Co-regulation is the process of regulation with the support of another. Parents,  caregivers and educators provide co-regulation when they support  children to manage their emotions, attention and energy levels by teaching and modelling strategies to cope through feelings of distress or overwhelm. This requires connection through tuning in and being present with the child.
This process is, for many people, a natural unconscious response to a child’s distress but its effectiveness can be further developed by providing opportunities to consciously learn more about the psychological dynamics of regulation, and some concepts and tools children and young people can use at home or school to support their regulation skills. 
The DfE has therefore created an online resource for caregivers titled  “An Introduction to Regulation”.
This 60 minute course, which does not need to be done all as once covers the following topics :

1.  What is regulation?
·     explaining regulation to children using a hand model of the brain
·     how regulation skills are developed.
 
2.  Explaining the brain
·       three key areas of the brain and how they help  regulation.
 
3.  Supporting the process of co-regulation
·       how healthy attachment and relationships impact the development of regulation skills
·       the importance of co-regulation and reconnection when things haven't gone to plan.
 
4.  Responding to dysregulation
·       suggestions for how to respond in a supportive way to your child or children when they are dysregulated.
 
5.  Reconnecting with your child
 

To access parent resources use the QR code on this page or this link: https://rise.articulate.com/share/rG_zIH9hfq9hGFgQ6ALfq6sfpKbhRtbD
Click the link - School Card Online Applications
TTG District Carnival Results Correction
 
Long Jump – Natalie S finished 4th
High Jump – Natalie S finished 2nd
 
Well Done Natalie!

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In Room 21, we have been learning all to sort collections of objects by their attributes/features.
In class, we worked in pairs to sort a collection of buttons by shape, colour, size, number of holes and if the button had straight or curved sides.
 
The ability to identify patterns is central to developing students mathematical skills and is a foundational skills for everyone to master. The use of manipulative materials supports students to learn in a powerful, fun and multisensory manner. 
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