Term 3, Week 6, 2025

Dear Parents and Carers,

It’s hard to believe we are now past the halfway point of the term! The past few weeks have been a whirlwind of learning, growth, and connection—and we couldn’t have done it without your ongoing support.

We know this time of year can bring its own set of challenges: the novelty of the new term has worn off, routines are in full swing, and energy levels can dip. Yet through it all, our students have continued to show resilience, curiosity, and a genuine love of learning. Whether it’s tackling new academic concepts, navigating friendships, or simply showing up with a smile, their efforts have been inspiring.

To support our students as they Strive in Faith, Learning and Life, we are continuing to develop our schoolwide expectations matrix for behaviour as part of our multi-tiered systems of support (MTSS) project.  So far, we have set expectations for before school, after school and moving around the school.  This week, we introduced clear and published expectations for eating times (see below).  Next on the list will be playtime, before we begin to move into the classroom space.  All of the expectations help create routines that are predictable for our students so they can continue to feel safe and supported at school.

Thank-you for your support as we move into the second half of Term 3.  As always, if you have any feedback, feel free to send me an email sam.hannant@twb.catholic.edu.au 

Have a great weekend.

Sam Hannant

….experiencing FAITH in the Mercy Tradition

Dear families

YOU ARE INVITED to our Term 3 Family Parish Mass on Sunday 24^th August 9am St Patrick’s Cathedral. Please join us in celebrating with our singers, choir and musicians. Please let me know if your child is available to attend and read at Mass. Light refreshments available afterwards.

Whole school/community Service activities

Red Cross Life blood donations:

A special message from the Red Cross Life Blood Team: JOIN OUR SCHOOLS BLOOD DRIVE! Half way through Term 3 and the school holidays aren’t far away. Toowoomba schools have achieve the following so far: 544 donations which have impacted on 1,632 lives with 8 first-time donors 

Our goal is to achieve 1,750 donations and 75 first-time donors, and we’re on track to get there, but we’ll need your support to hit the target.  Can we count you in?

What are you doing these school holidays? Staying local?  Taking a much needed break?  Lifeblood has 78 donor centres located across Australia, so book your seat to save lives and make a life-changing difference to someone in need.  Encourage family and friends to join your Lifeblood Team and watch your school’s life-giving donation tally grow!

It takes 3 simple steps to get involved.

1. Check you’re Eligible to Donate
2. Visit our website or download our free Donate Blood App to enrol, create your Donor Account and join your Lifeblood Team;
3. Book your blood or plasma donation at your nearest Donor Centre.

Thank you in advance for your support so please get in touch if you have any questions or would like to be part of our Group Booking in the future.

Thank you in advance for considering this opportunity.

TERM 3 DATE CLAIMERS

Week 6 Sunday 24^th August – Family Mass 9am St Patrick’s Cathedral

Week 8 Friday 4^th September – Student free day for Consistent Teacher Judgment PD for staff

Sunday 7^th September- Father’s Day

Week 9 – Child Protection Week

Week 10 Thursday 18^th September 8.45am End of term assembly

I hope you have a great week, find a chance to do something that fills your cup and give yourself some self care.   

Thanks for reading,

Ann-Maree Ward (Assistant Principal – Mission & Identity)

Dear Parents

The halfway mark of term 2 is here and the cold weather has not left!  I am hoping this is the last cool blast we get prior to the weather warming up for Spring!!

Over the last two weeks at school our community has been heavily invested in our MTSS journey, striving to bring consistency and predictability in routines, expectations and communication.  We know that children thrive in environments where they feel safe, supported and know what to expect.  Our leadership team has spent time in all classrooms across the school participating in Welcome Circles.  Each morning students gather as a class community to greet each other, pray, discuss the day, identify areas for continued focus, and connect with each other on a human level.  Welcoming students to begin their day in a calm, predictable way sets them up for learning.  Watching how teachers and students engage and connect with each other is testament to the fact that our school value of Compassion is lived everyday in our school. 

Welcome circles are a part of our tier one practices that support student learning, setting students up for success in their day.   When students arrive late, they are missing out on this crucial connection piece that brings consistency and predictability to their day.  Our school day starts at 8.30 each morning.  Sometimes this can be a challenge in busy families who have multiple demands on their time; however, I would encourage you to create some consistent, predictable routines in your family’s before school practices to ensure that students are at school on time.   

In the media there has increasingly been reports of students struggling to attend school or what can be known as school refusal.  We are not immune to this issue at St Saviour’s. Across this year we have worked with a number of families who struggle with this issue.  This time of the year is often a time when illness can take hold, and we know many students have had prolonged days off school due to this. However, if you are finding it difficult to get your child to school, please reach out and speak with us around your concerns.  We have a number of strategies that we can offer and support we can provide to help your child work through what is going on for them. It is also crucial that we tackle this problem quickly, so as to avoid compounding the issue, as the learning and socialising that is missed can create further anxiety for students.  If you are interested in more information about this topic please follow the link.

Our goal is to ensure that all students feel welcomed, connected and a valuable part of our school community, and that we work in partnership with you in the best interests of your child.

Stop, Drop and Go Etiquette 

Thank you to everyone who use this daily ( and waves or has a chat!) and make sensible and respectful decisions in its use.  I often can see when people make a decision that impacts others and the flow on effect of raised emotions.  I would encourage you to be patient, which I know is not always easy.  Teachers are not police officers or law enforcement - our role is to ensure safe collection of students, rain, hail or shine.  How drivers act upon the road is dependent upon them, however the points below are important reminders for our community:

• Turning right into the driveway across Lawrence St is not the expectation.
• Access to the driveway should be by turning left, heading down Lawrence St towards Ruthven.
• Only begin lining up in Lawrence St once the gate has been removed ( which generally occurs at 2.55)
• Only cross the zebra crossing when there is space for your whole car in the driveway, so as not to  block the footpath or be waiting in the 'no standing zone' that faces the driveway.

Mrs Katie Hauser

 Central Zone Athletics Carnival 

On Monday, 11 August, St Saviour’s proudly took part in the Central Zone Athletics Carnival, with two to three students competing in each event across running, jumping, and throwing disciplines. Our athletes gave it their all, and their efforts paid off. Many placed in the top three for their events, showcasing both talent and determination. Beyond the podium finishes, every student demonstrated outstanding sportsmanship and school spirit. Their respectful conduct and enthusiastic participation were a true credit to our community. We’re thrilled to announce that several students have earned spots on the Central Zone Team and will go on to compete at the Darling Downs Carnival later this term. The following students made the Central Zone Team. 

• Adelaide Adams (100m, 200m, Tetrathlon) 

• Viviann Adams (80m, 200m) 

• Mach Adol (800m) 

• Alfie Benvenuti (80m, 200m) 

• Harrison Black (1500m, Tetrathlon) 

• Kaiya Jeffrey (Long Jump) 

• Ruby Land (100m, 200m) 

• Evee McLoughlin (200m) 

• Charlee Rollans (80m) 

Congratulations to all involved—you’ve made St Saviour’s proud. 

Wayne Beeston Rugby League Gala Day 

On Wednesday, 20 August, students from Years 3 to 6 proudly represented our school at the Wayne Beeston Rugby League Gala Day, hosted at St Mary’s College in Toowoomba. The event brought together schools from across the region for a day of spirited competition, camaraderie, and athletic excellence. St Saviour’s fielded two enthusiastic teams, an Under 10s and an Under 12s, who took to the field with determination and heart. Throughout the day, both teams played a series of exciting matches, showcasing impressive skill, strategic gameplay, and above all, outstanding teamwork. Each game was a testament to the players’ commitment and their ability to support one another both on and off the field. As the matches progressed, our students demonstrated not only their athletic talents but also the values we hold dear: respect, resilience, and sportsmanship. A special thank you goes to the staff and families who supported the teams on the day, and to the organisers for creating such a positive and inclusive sporting experience. We are incredibly proud of every student who participated, you represented St Saviour’s with pride and passion. 

PE – Term 3 (Prep to Year Two) 

This term, our energetic Prep to Year Two students are embarking on a dynamic sports unit focused on Touch Football and Cricket. The program is designed to build foundational skills while fostering teamwork, coordination, and a love for physical activity. In Touch Football, students begin by mastering the basics, catching and throwing the ball, making a touch, scoring a try, and learning how to play the ball correctly. These essential skills are then put into action through modified games that allow students to experience the thrill of the sport in a fun and supportive environment. The Cricket component introduces students to the fundamentals of the game, including throwing and catching a cricket ball with accuracy, using wickets as targets, and developing basic batting techniques. These activities not only enhance motor skills but also encourage strategic thinking and fair play. Students will also participate in a vibrant rotation of station-based activities. With six stations set up each lesson, students move through a variety of engaging challenges such as: 

• Passing, catching, and kicking 

• Dribbling with feet, hands, and hockey sticks 

• Shooting hoops and goal scoring 

• Scooter board races and skipping 

• Tennis racquet control with “ups and downs” 

• Locomotive activities such as hopping, jumping, side-stepping, animal crawling, and balancing. 

These sessions are a fantastic way to promote physical literacy, build confidence, and keep our youngest learners active and smiling. I am proud of the enthusiasm and effort our students bring to each lesson. 

PE – Term 3 (Year Three to Year Six) 

This term, students from Years 3 to 6 are diving into an exciting Touch Football unit that’s all about building confidence, teamwork, and game strategy. With a focus on skill development and active participation, students will be learning the key techniques that make Touch Football such a fast-paced and enjoyable sport. 

Throughout the unit, students will develop core skills including: 

• Accurate passing and catching of the touch football. 

• Playing the ball with control and precision 

• Defensive positioning and tactics 

• Executing advanced moves like the dump and split, wrap, three-person ruck, and draw and pass. 

As their skills progress, students will transition into game-based scenarios where they’ll apply what they’ve learned in friendly matches against their classmates. These games not only reinforce technical ability but also encourage communication, strategic thinking, and fair play. The Touch Football unit is a fantastic opportunity for students to challenge themselves physically while having fun and working together as a team. I am excited to see their growth on the field and the enthusiasm they bring to each lesson. 

Health – Semester 2 (Prep) 

This semester, our Health curriculum has been buzzing with meaningful conversations, hands-on activities, and plenty of opportunities for students to reflect on their wellbeing—socially, physically, and emotionally. Students from Prep to Year 2 will begin by exploring what it means to be a good friend. Through thoughtful questions and paired activities, they will practice important social skills such as: 

• Asking someone to play politely 

• Saying sorry with sincerity and understanding 

• Sharing and taking turns respectfully. 

They will also discuss real-life scenarios to consider how a friendly person might respond, such as welcoming a new student or resolving playground conflicts. Next, students will be introduced to the concept of body ownership and personal safety. They will learn about their “Safety Hand”—a network of five trusted adults—and identified the school’s student protection contacts. Students explore body parts and their functions through interactive questioning and movement-based fun, including dancing to If You’re Happy and You Know It. Students will also engage in a lively discussion about what healthy eating means and how to make smart food choices, examining the Australian Guide to Healthy Eating and learning to distinguish between: 

• Everyday foods (like fruits, vegetables, grains, meats and dairy) 

• Sometimes foods (like chocolate and fast food) 

Using real-world examples, students will practice identifying which foods support energy, growth, and overall health. The lesson also covered essential hygiene habits such as brushing teeth, washing hands, bathing, and getting enough sleep to help students understand how daily routines contribute to wellbeing. To finish, students will explore safety in their environment. They will discuss how pedestrian crossings and beach flags help keep us safe and will learn about the Traffic Light Safety Code: 

• Red = Stop 

• Orange = Be careful 

• Green = Play safely 

They will then apply these codes to familiar school settings, rating areas like the playground, library, and classroom in terms of places to play safety. 

Health – Semester 2 (Year One) 

In Semester Two, students will explore important topics that will help them understand themselves, others, and how to stay safe and healthy. Through engaging discussions, videos, and hands-on activities, students will build knowledge and empathy while developing lifelong skills. Students will participate in class discussions focused on inclusion and empathy. They will consider how to support classmates in various scenarios and will reflect on how inclusion can positively impact feelings. Students will take part in a class discussion about their personal safety networks. They will identify five trusted adults they could speak to if they ever feel unsafe and will be reminded of the school’s student protection contacts. Through visual prompts and questions, students will explore emotional awareness and learn to recognize how others might feel in different situations. They will also examine the roles of community helpers—such as doctors, police officers, teachers, and firefighters—and discuss when these individuals can offer support. Students will also investigate how to keep their bodies clean and healthy through physical activity, hygiene, nutritious eating, and sleep. Using the Australian Guide to Healthy Eating, students will distinguish between “everyday foods” and “sometimes foods.” They will discuss the benefits of different food groups, including vegetables, fruits, dairy, grains, and proteins, and understand how these foods help the body grow, stay strong, and fight illness. 

Health – Semester 2 (Year Two) 

In Semester Two, students will be engaging in a series of health lessons designed to promote respect, safety, and wellbeing. These lessons will encourage thoughtful discussions, personal reflection, and creative activities that support healthy choices and positive behaviours. Students will watch the video Count Me In, which will highlight the importance of respecting similarities and differences. Through class discussions, they will explore how the song’s lyrics promote inclusion and celebrate diversity. Students will be guided to identify their personal safety network and will review the school’s “Feeling Safe” poster and discuss who they can turn to for help. Through realistic scenarios, students will learn how to respond safely to challenging situations, such as finding dangerous items or dealing with peer conflict. Sun safety will also be a focus, with students discussing how to protect themselves from harmful UV rays. Students will also explore the role of health messages in shaping decisions about food, physical activity, and self-care. They will discuss how advertisements can influence behaviour and will identify messages that promote healthy lifestyles. A class discussion will follow on the Australian Guide to Healthy Eating, and students will create their own healthy eating guide. 

Health – Semester 2 (Year Three) 

In Semester Two, students will explore a range of important health topics designed to build their understanding of communication, respectful relationships and safety. Through engaging discussions and scenarios, they will develop skills that will help them navigate friendships and social situations with empathy and confidence. Students will learn about the many ways people communicate including talking, listening, body language, signs, symbols, texting, and video chatting. They will reflect on how they communicate with friends and how their communication style may change when interacting with parents, teachers, coaches, or siblings. Students will investigate what empathy means and how understanding others' feelings can strengthen relationships and discuss how difference and diversity, such as race, religion, language, and economic background can positively contribute to friendships. Through scenario-based learning, they will consider respectful ways to respond in everyday situations and define what it means to show respect. Students will examine the concepts of being safe versus feeling safe. They will learn to recognize body clues, like a funny tummy or sweaty palms, which may signal discomfort or danger. They will be encouraged to identify five trusted adults in their safety network and participate in a class discussion about the Feeling Safe Poster. Students will also explore the role of rules and laws in keeping communities safe. Students will also define bullying and understand the difference between bullying and other types of conflict. They will learn about physical and verbal bullying, the roles of bystanders, bullies, and victims, and how bystanders can be part of the solution. Students will be introduced to strategies for responding to bullying, including assertive communication and seeking help from trusted adults. 

Health – Semester 2 (Year Four) 

In Semester Two, students will explore the world of health messages, what they are, where they come from, and how they will influence our choices. These messages will be examined through advertisements, product labels, and everyday advice that encourages healthy habits. Students will learn to identify which messages are designed to promote wellbeing and which ones are crafted to sell products. Students will investigate how to determine whether a health message is accurate by: 

• Reflecting on what they already know 

• Evaluating the source of the message 

• Comparing it with other information 

• Seeking out additional facts. 

Advertising and marketing techniques will also be explored. Students will discover how slogans, product names, celebrity endorsements, and cartoon characters will be used to persuade consumers. They will even work in teams to create their own advertisements for a soft drink, learning how marketing can influence choices, even when health isn’t the goal. Students will be encouraged to develop personal plans to stay healthy, safe, and active. They will play games, share ideas, and create weekly fitness plans to improve their class’s wellbeing. Using the Australian Guide to Healthy Eating, students will learn how different food groups contribute to energy, immunity, and growth. They will be guided to make smart food choices and understand the importance of: 

• Drinking water 

• Eating a balanced diet 

• Limiting screen time 

• Staying physically active for at least 60 minutes a day. 

Through real-life scenarios, students will be challenged to apply their knowledge, advising peers on what to eat before swimming, studying, or sports. These activities will help them build practical skills for everyday decision-making. This unit will empower students to become critical thinkers and health-conscious individuals. 

Health – Semester 2 (Year Five) 

In Semester Two, students will explore the vital connection between emotions, safety, and healthy living. Through engaging activities and thoughtful discussions, they will begin to understand how their feelings and behaviours will shape their relationships, choices, and overall wellbeing. Students will learn that emotions and feelings will influence their moods and behaviours. They will practise identifying emotions through both verbal and non-verbal communication and will discover how understanding others’ feelings will help build empathy and stronger relationships. Children will be empowered with protective behaviours that will help them recognise when they feel unsafe, respond appropriately, and seek help from trusted adults. They will identify their personal safety helpers and will understand why having more than one trusted adult will be important. Students will investigate risk-taking behaviours—like not wearing helmets or seatbelts—and will discuss how these choices will impact their health, safety, and wellbeing. They will also explore the difference between a “thrill” and a “risk” and will reflect on how to make safer decisions. Students will discover how healthy eating will support their growth, concentration, immune system, and energy levels. They will learn about the five food groups and will track their own eating habits to ensure they will meet daily nutritional needs. They will explore how exercise will help them grow strong, reduce stress, improve sleep, and build social connections. Students will also be introduced to preventative health strategies that will help them stay well and avoid illness. These habits will include regular check-ups, handwashing, getting enough sleep, and limiting screen time. 

Health – Semester 2 (Year Six) 

In Semester Two, students will embark on a journey to understand how identity is shaped and how it connects to health and wellbeing. Through engaging discussions and group activities, they will begin to uncover the many layers that make up who they are and how those layers influence their choices and relationships. Students will investigate how their surroundings, both physical and virtual, will shape their beliefs, values, and sense of belonging. Students will discuss the importance of belonging to groups and how these memberships will provide support, purpose, and a sense of community. They will identify the different groups they belong to and consider how these affiliations will impact their self-image and confidence. Students will reflect on their personal characteristics and how they will want others to perceive them. They will learn that developing new skills and facing challenges will build resilience and confidence. Students will explore everyday actions that will help maintain good health, such as brushing teeth, being sun safe, and making respectful choices. These behaviours will be linked to broader discussions about self-care and responsibility. Through collaborative activities, students will identify individuals who will inspire them—whether they are celebrities, heroes, or role models. They will examine the traits that make someone admirable, such as generosity, integrity, and tenacity, and will consider how these figures will influence their own goals and values. Students will be encouraged to challenge traditional gender roles and stereotypes. They will write about people who will break the barrier—like male nurses or female pilots—and will discuss what skills will matter more than gender in any profession. Students will also learn the meaning of consent and how it will apply to everyday interactions, from borrowing items to joining games. They will rehearse respectful communication strategies and will understand how to respond when someone says “yes,” or “no”. 

Zone and Darling Downs Trials 

All information regarding Zone and Darling Downs trials will be posted on Parent Portal. To ensure your child is eligible to trial for these sporting teams, please check the Parent Portal regularly or set up notifications on your phone. You will need to obtain the necessary paperwork from myself. Please be aware that I am unable to nominate students after the closing date, so it is crucial to monitor the Parent Portal. If you have any questions, please contact me at brendan.luck@twb.catholic.edu.au. 

Upcoming Events (Term Three) 

• Auskick/Superkick - 28th July – 1st September (3pm – 4pm) 

• Southwest Qld Touch Football Trial - 27th August (3pm-4:30pm) 

• Darling Downs Athletics Carnival – 1st and 2nd of September (9am – 2pm) 

• Southwest Qld Touch Football Training – 3rd September – 22nd October (3pm-4:30pm) 

• Touch Football Gala Day (Year 4) 16th September (9am – 2pm)  

Cheers 

Brendan Luck 

HPE Teacher 

brendan.luck@twb.catholic.edu.au 

Book Week Celebrations 

What a lot of fun the Book Week dress-up day brings! Thank you to the parents and families who organised costumes and to the students for entering the spirit of adventuring through their characters this year. Enjoy the photos being shared on Facebook thanks to Mrs Nicholls. 

Students have been treated to real life adventures experienced by some of our staff this week. Thanks to Mrs Nilon, Mrs La Caze, Mrs Harkins and Mr Logan for sharing your amazing travel, diving, safari and climbing adventures! 

Our Treasure Hunts in the library are continuing. Special thanks go to our Year 5 helpers and the Year 6 library team who planned the clues and props to make this activity a fun way to celebrate Book Week this year when we aimed to set out for some adventures. 

Our Year 3 students have been the most successful to date!

 Gregg Dreise’s Visit 

First Nations author, illustrator, musician and performer, Gregg Dreise held our students’ attention with his storytelling. Gregg shared some wise insights to make the world a better place for each of us and for future children. 

Budding Authors

Ivy and Kaiya wrote their own story, The Two Grannies and dressed accordingly for the Book Week parade. I'm looking forward to reading your next work girls!

Thank You to our Volunteers 

We are all very grateful to our book coverers and to staff, present and past who give their time to our service. Your generosity is greatly appreciated; 

Penny Pole, Merryl Nunn, Mary Milton, Marg Doljanin, Sonny Hillman 

 Recommendations 

Parents, check the information and guidelines available from the following websites for help with decisions around online viewing and podcasts for your children; 

Common Sense Media: Age-Based Media Reviews for Families | Common Sense Media 

Parents | eSafety Commissioner 

Digital Parenting - Australian Parents Council 

Access to our online resources for information and stories is available here; 

St Saviours Primary School Toowoomba 

 I am starting some Long Service Leave in Week 8 so this is the last Library News update for the term. Thank you for all you do to support free choice reading in your homes. You can’t underestimate the value of reading with your child or enabling reading time to their literacy development. 

 Happy reading everyone 

Anne Anderson 

Teacher Librarian 

VOLUNTEERS NEEDED - CARNIVAL OF FLOWERS 2025

HAVE YOU SEEN THESE GLASSES?

A pinkish pair of reading glasses ( small size befitting a student) has gone missing from the Year 4C classroom sometime around Grandparents Day. The glasses were last seen in the 4C classroom but may have been accidently removed or misplaced during the events on the day, including being used at the Cathedral, in the Hall during the choir performance or to classrooms around the school. If anyone has found them, can they please be returned to the school office for return to Kaiya Jefferies in 4C. Thankyou.