Gracious God,

open our hearts so that we may receive the message of your coming with joy and wonder. 

Help us to discover the people and places in the midst of our daily lives where you meet us with your love and care. 

May we be the face of Christ to all those we meet. We ask this prayer in Jesus’ name. 

All: Amen.

Finding Peace in the Second Week of Advent

Dear Families,

As we enter the second week of the Advent season, the dedicated period of waiting and preparation for the birth of Jesus at Christmas, we can easily get caught up in the incredible speed and rush of the final school weeks of the year.

It's a feeling many can relate to.  It is much like the world of a tradie, where everything seems to need to be completed by Christmas!

This week, I sent a message to our incredible teachers, reminding them to truly enjoy the final days of the year with their classes. The time they have spent together on this unique learning journey has been precious, and every day is different.

In the context of Advent, this second week traditionally calls us to stay alert and prepare not just for the infant Jesus, but also for the powerful message of the adult Jesus' public ministry. We are all waiting for the joy of Jesus' birth and the well-deserved break at the end of the school year.

In these final days, I encourage you all to take a moment to reflect on the true meaning of the Advent season: a time of waiting, anticipation, and joyful preparation for the birth of Christ.

Reflecting Together

A wonderful way to slow down and focus on the reason for the season is through conversation with your children.

• Ask your children what they have been learning about in their prayer and Religious Education lessons.
• Hearing it from the children can have a profound impact on all of us, reminding us of the true reason for Christmas.

Thank you, as always, for your unwavering support and partnership this year. Let us cherish these final weeks and embrace the spirit of Advent together.

Professional Development Closure Day with Christina Hughes and Tricia - MACs Indigenous education

Last Monday we were fortunate to have Christina and Tricia from MACs to engage us in a cultural  awareness of our First nation.  The professional learning opportunity was a chance for us to gain a deeper understanding of our history and the importance of being culturally aware of how we can effectively educate our school community.

Creating Culturally Safe and Inclusive Learning Environments.

The intended outcomes of the  session included:

• Enhancing knowledge and understanding of Aboriginal and Torres Strait Islander perspectives, and their importance within educational contexts.
• Strengthening confidence in addressing the AITSL teaching Standards by demonstrating respect for, and responsiveness to, Aboriginal and Torres Strait Islander students, histories, and cultures.
• Deepening our understanding of Child Safe Standard 1 by exploring strategies to create and sustain culturally safe environments for our Aboriginal children and young people.
• Promoting cultural respect, inclusion, and reconciliation within our school communities, and fostering more culturally responsive and inclusive learning environments.
• Developing a deeper knowledge, understanding, and empathy to meaningfully embed Aboriginal and Torres Strait Islander perspectives into everyday teaching practice.

Brendan

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At last week's Parent and Friends meeting, clarity was sought of the role and responsibility of the School Advisory Council.  The following will provide you with a brief understanding of the Clairvaux SAC.  Current members include Fr Tho, Christine Brennan, Kat Quinn, Sarah Smith, Luke Primus, Shervonne Vass, Leanne Maclister, Steve D’Arcy  and Myself.

The School Advisory Council: A Parent's Guide

The School Advisory Council (SAC) is essentially the main way parents, the local church (St Bernards parish), and the community can work together with the school leadership to make the school the best place it can be for our kids.

What the SAC Is (The "Partnership")

• As a  Support Team: It's a formal group that brings together the Principal, the Parish Priest, and Parents (plus sometimes other community members).
• A "Voice" for Parents: It gives parents a dedicated place to contact the SAC members to share their ideas, concerns, and wisdom directly with the Principal.
• As a  Principal's Sounding Board: The Principal and Parish Priest can use the SAC as a place to discuss big ideas or challenges, and get feedback from the parent community before making decisions.
• Consulting, Not Deciding: The SAC is in essence advisory—meaning they give advice and perspective. They do not make the final decisions; those are made by the Principal and Parish Priest, always with the children's well-being and success always being the top priority.

In short: The School Advisory Council is a valuable formal group where parents' insights are sought and used to advise the Principal and Parish Priest on what is best for the students and the future success of the school.      

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The Parents and Friends meeting last Wednesday was attended by a strong core of parents last week.  We are in a rebrand phase but also conscious of what our main purpose is.

Supporting Our School Community: That's the Parents and Friends (P&F) Group!

The P&F is a volunteer team made up of parents and friends dedicated to the well-being of our school. Our main goals are to:

• To Fundraise: Organize activities to bring in extra funds that pay for resources, equipment, or improvements that directly benefit our students' learning and school environment.
• To Build Community: Create opportunities for families to meet, socialize, and feel connected to the school through various functions and activities.
• To Communicate: Act as a helpful link, sharing information and feedback between the wider parent community and the school staff.

Please see Caity Foster Dawes for a complete list of support, the passion and energy displayed by the parents and friends this year.

 Community Care in Action: A Note of Thanks

This past week, we experienced an unfortunate incident in the school yard involving one of our youngest students, Marigold (Goldie) from the Prep class. Goldie sustained a deep head wound that required 20 stitches, and while she was understandably distressed, she is now recovering well.

In times of unexpected difficulty, it is profoundly encouraging to witness the swift care and compassion demonstrated by our community.

• Gratitude to Staff: Our heartfelt thanks go to the dedicated staff members who provided immediate and skillful treatment for Goldie's injury. Their professionalism and calm response ensured she received the necessary care without delay.

• A Special Mention to Langdon: We would also like to recognise the extraordinary support shown by Goldie's older brother, Langdon. His maturity and understanding of the seriousness of the injury allowed him to provide invaluable comfort to his little sister. His actions were a true testament to the loving bonds within our student body.

We are so grateful to be part of a community that rallies around its members. We send our very best wishes to Goldie for a complete and speedy recovery.

Maanya, Uganda: Building a Better Future Together

We are pleased to announce that our annual financial support has been sent to the Maanya community in Uganda this week. Father Emma is delighted with the yearly boost it provides.

This support is central to Clairvaux's belief in "Building a Better Future." What was once considered "mission impossible" is now a community brimming with spirit and potential, thanks to focused efforts in education, infrastructure, and human kindness. Our ongoing partnership fuels a sense of limitless possibility. It serves as an important reminder, particularly now, of the privileges we have here at Clairvaux.

Navigating the Final Weeks of the Year

As we successfully conclude Week 9, let's all be mindful and supportive of one another as we face the natural pressures that accompany the end of a busy school year. We still have many wonderful events ahead!

Please note these key upcoming activities:

• Today: Clairvaux Got Talent!
• Next Tuesday: "Move Up Day." This exciting day includes:
• Saying goodbye to our Year 6 students.
• Welcoming our new Preps and their families.
• All children learn who their class teacher and classmates will be next year.
• For Year 6: The fun of the Adventure Park excursion and the formal Graduation ceremony.
• Friday, December 12th: Our highly significant End-of-Year Mass at 9:15 AM.

 Let’s hold it together.  

Brendan

What a wonderful celebration we had for Grandparents and Special Persons Day! The morning began with a beautiful Mass at the church, where our students and their special guests came together in prayer. This was followed by a special time in the classrooms, where our guests shared treasured artefacts and stories from their childhood, sparking meaningful conversations with the students. The day concluded with us all enjoying morning tea and the chance to share more stories and laughter. It was a truly heartwarming day, filled with connection, gratitude, and cherished memories. Thank you to everyone who traveled and made the effort to be part of this day. Included are some responses from our Year 1 students.

Eve Ditcham (1EH)

My favourite thing about my grandparents... 

-I love my grandparents because they get me icecream and give me kisses on my cheek

Something I loved learning about from the Grandparents

- My grandma and grandpa bought in a camera and we saw the entire world through it

Millie Walsh (1EH)

My favourite thing about my grandparents.

They care for me, they help me and they feed me yummy food

Something I loved learning about from the Grandparents

My Grandma Ma bought a piggy bank shaped like a telephone box. I learnt in the olden days they would use telephone boxes to call each other. 

Noah Lesic (1HB)

My favourite thing about my grandparents...

That they tell me jokes and get me pringles

Something I loved learning about from the Grandparents

The keys that my Yaya (grandma) brought to Grandparent day because they were old. 

Stella Messina (1EW)

My favourite thing about my grandparents... 

I really like learning about Bubu's life in Greece before she came to Geelong.

Charlie Santoro (1LB)

My favourite thing about my grandparents... 

They play footy with me.

Something I loved learning about from the Grandparents

The cash register was my favourite thing. I’ve never seen anything like it before. I loved the ‘cha ching’ sound.

https://www.sjc.vic.edu.au/future-families/join-us/enrolments


Schools Round – Geelong Venom WNBL Home Game 

 St Bernard's Playgroup - All welcome!

Location: The Big Space, 74 Fryers Rd, Belmont

When: Every Tuesday (during the school term)

Time:  9.00 AM - 10.30 AM

Cost: Gold coin donation (no need to book- just come along)

• Free play & imaginative activities

• Craft and creative fun

• Physical play within our indoor space

• Themed sessions for special occasions

Snack and drink for your child

Coffee (optional) for yourself!

In relation to child safety, one aspect of our organisational culture is the way student behaviour is managed so that everyone is safe and respected. At the beginning of each school year, class and year level cohorts dedicate time to setting clear expectations that create a safe and supportive learning environment within our school. Weare focusing on our expectations again at the beginning of semester two. Our major focus is on RESPECT. Last year as part of our strategic plan priority of Positive Behaviour, staff spent time surveying students and families, revising and refining our behaviour management process and policy. 

In line with our instructional model,staff have been exploring the benefits of an explicit behaviour curriculum. Classrooms need to have teachers explicitly teaching a behaviour curriculum that clearly outlines high expectations (norms of behaviour), routines, procedures and rules. Managing student behaviour is about learning. Learning is the result of good management. To maximise learning in the classroom, it is necessary to teach students how to behave. Behaviour needs to be taught explicitly to all students as instruction in behaviour is central to effective classroom management. The teaching of behaviour needs to be planned, resourced and rehearsed just like any academic content.

The behaviours that teachers find difficult are often minor but high frequency and low-level. Low-level behaviours identified in research involving Australian teachers were commonplace, such as talking out of turn, and avoiding work. The frequency and repetitive nature of these behaviours contributes to the disruption in the classroom for student learning and teacher instruction time and stress.

It is deliberate teacher actions that encourage both student participation and the development of behavioural skills that result in students learning. Engagement is a product of students’ attention, effort, emotions, cognitive investment and participation, and teacher actions that encourage participation and the development of behavioural competence. Through a student engagement lens, deliberate teacher actions in establishing norms of behaviour, routines and processes in the classroom, as well as rules, are seen as crucial and as a precondition to student engagement and learning. In addition to explicitly teaching our expectations students have to opportunity to earn house points. At the end of each term the winning house group is treated to a shared lunch.

Over the initial few weeks of school students will be exposed to explicit lessons about respect, what our big 5 rules look like at Clairvaux, our matrix of expected behaviours and our flow charts of behaviour steps.Our focus is helping students to make the choices that help them to maximise learning and development. No child’s behaviour is perfect and they are not expected to always make the best choice. As adults, it is our responsibility to support children to learn from their poor choices. When dealing with behaviour that may involve students making undesirable or harmful choices, staff use a restorative approach that helps students to reflect on their feelings and how they may be a trigger for choices made. Helping students to understand their feelings can assist in understanding the choices made. When a student’s unacceptable behaviour negatively impacts learning, play, others or is unsafe, usually after their third reminder/warning, they complete a Reflection sheet. This usually requires them to meet with members of leadership for a restorative conversation in an effort to redirect them to more positive behaviours. This ‘Reflection sheet’ replaces our previous ‘Behaviour sheet’ and if your child receives one, families will be notified by their classroom teacher or a member of leadership via phone or email. With our new leadership model this is very likely to be the Middle learning leader for your child’s year level. We appreciate families' support in assisting the school in the management of student behaviour. 

Like every school, we have students with additional behaviour needs. These students have strategies to use, receive regular support to re-regulate when needed and many have a behavioural support plan. Staff are also working closely with their families and the students’ support teams. 

Families’ Role: Parents are the first and most influential educators of their children. Parents are encouraged to work with their child and the school. We value your contribution as partners in your child’s learning as we attempt to support and reinforce the school behaviour management policy. 

Educator’s Role: For student success the teacher must ensure that the climate is conducive to learning.  Educators are responsible to provide opportunities for student success, encouraging them to take responsibility and regulate their behaviour with opportunities to practice expected behaviours

Student’s Role: Every individual has both rights and responsibilities. Students are responsible for their own behaviour and their choices result in appropriate and logical actions.

Leadership’s Role: All stakeholders are entitled to a safe and supportive learning environment  Leaders are responsible for ensuring the safety of the physical and emotional wellbeing of students and staff.

Please see the linked matrix of expected behaviours as well as the steps for behaviour management in place at Clairvaux.

Please click on this link to purchase tickets from Trybooking. Seating will be unallocated so please ensure you do not leave empty seats between families in your row when you arrive at the performance.

The students are very excited and we ask that over the next few weeks of this term you help them by speaking positively about the experience and ensure they have the base of their costume as listed below. School will supply the rest.

For further information regarding costumes please see the email sent home on August 4th.

THESE SURVEYS WILL REMAIN OPEN FOR THE DURATION OF THE UPCOMING WEEKEND - WE REALLY DO APPRECIATE THE RESPONSES SO FAR RECEIVED AND THIS WILL HELP US MOVING FORWARD CONSIDERING OUR WHOLE COMMUNITY.

In 2025, our school is participating in Melbourne Archdiocese Catholic Schools – School Improvement Surveys (MACSSIS). MACSSIS is an annual process whereby schools listen to the thoughts and feelings students, families and staff have about how their school can improve. These surveys help inform the ongoing improvement of schools across the Archdiocese of Melbourne.

One of the main goals of the family survey is to identify the strengths to be celebrated and continued to work on and areas for improvement in our school. MACSSIS data benefits everyone within our school and provides valuable community insights on areas that each school can focus on. Clairvaux  believes it is important to encourage families as well as staff and students to have a voice and contribute to shaping the ongoing improvement of the school.

This feedback is invaluable to our progress as an effective school community and is backed by evidence-based research and best practices, and a great way for us to monitor trends from year to year. 

MACSSIS is a set of surveys that have been built specifically for Catholic schools in Melbourne by the Learning Services team at MACS, in partnership with researchers at Learning First and in wide consultation with principals in our schools. In 2025, students, families and staff are invited to participate in MACSSIS via our secure and purpose-built online platform. The online platform is where our school leaders will access the summary reports that visualise the results of the student, family and staff surveys. 

On September 3rd families were emailed a unique code to fill out the survey anonymously. We really do value this feedback and would appreciate as many families as possible taking the time to help us make informed decisions about the future of our school processes. You can watch a short clip here.

The only data we do see is how many families from each year level participate. The year level with the most surveys filled in will receive an extra long playtime once we have the results!!!