Please note the following dates in your diary:
2026 dates are set as best as possible at this point in time.
Please be mindful they may be subject to change and continue to check.

2026 Term 2

Week 1 Monday 20th April - First Day of Term 2 Monday 20th April - Senior Athletics - Goldsworthy Reserve Monday 20th April - Year 5/6 parents - Bodyworks infosession 6:30 online Tuesday 21st April - Bodyworks lessons commence for two weeks - year 5 and 6 Wednesday 22nd April - Prep 2027 information tours 9:30am  Wednesday 22nd April - Tuning into Kids sesison 3 6:30pm Online Friday 24th April - ANZAC reflection 10:50am Friday 24th April - City to Surf Cross Country - selected students

Week 2 Wednesday 29th April - Tuning into Kids sesison 4 6:30pm Online Wednesday 29th April - Carnivale meeting 6:45 Staff room Friday 1st May - 2027 Prep enrolments close Friday 1st May - Icypole day Saturday 2nd and Sunday 3rd May - Sacramental Presentation Masses (Eucharist and Confirmation)

Week 3 Monday May 4th - Swimming begins for Yr 3 and 4 (all week) Wednesday 6th May - Tuning into Kids sesison 5 6:30pm Online Thursday 7th May - Year 3 Mother's day mass Thursday 7th May - Mothers day stall Friday 8th May - Mothers day morning - details to come

Week 4 Monday May 11th - Swimming begins for Yr 1 and 2 (all week) Wednesday 13th May - Tuning into Kids sesison 6 6:30pm Online Saturday 16th May - Parish book fair school hall

Week 5 Tuesday 19th May - Division cross country - selected students Friday 22nd May - Icypole day

Week 6 Monday 25th May - student free day - staff PD Wednesday 27th May- Eucharist Family Faith Night Year 4 - 6:30pm Please note change of date. Friday 29th May - Yr 6 Winter Lightning Prem - Clairvaux sports uniform only to be worn

Week 7 Tuesday 2nd June - Yr 4 Eucharist preparation day

Week 8 Monday 8th June - Public Holiday - school closure day Tuesday 9th June - Bravehearts incursion Prep and Yr 2 Tuesday 9th June - Year 5 Camp (one night) Wednesday 10th June - Year 5 camp Thursday 11th June - Yr 5 students no school Saturday 13th June and Sunday 14th June - Sacrament of Eucharist Celebrations

Week 9 Thursday 18th June - Special treat day

Week 10 Monday 22nd June - School ends at midday to allow for Parent Teacher Meetings Monday 22nd June - Parent Teacher Meetings Midday - 6:30pm Wednesday 24th June - Parent teacher Meetings 3:40pm - 7:00pm Friday 26th June - Assembly 9:10 am - CSC semester two badge presentations Friday 26th June - Last Day of term 2 - 2:30pm dismissal

Term 3 Week 1 Monday 13th July - Student free day - staff PD day Tuesday 14th July -  First Day of Term 2

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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 Spreadborough - MACs Indigenous Cultural 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 McAlister, 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: "Step Up Day." This exciting day includes:
• 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

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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!!!

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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.

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We are very excited with the purchase of some new furniture in our Foley Centre. The Foley Centre is used for many purposes: class gatherings, Staff Meetings, professional development days for staff and LSO's, an incursion space, a space for break out groups from classrooms and as a Spelling Mastery space.

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Exciting Creations in the Junior Art Space

Amazing things are happening in the Junior Art Space! It’s a place where learning, inspiration, confidence and creativity come together. Our Year One and Two students have been working hard to produce their artistic masterpieces—each one connected to their current learning in CCed.

Year One – Exploring ‘Now and Then’ Through Art
As part of their inquiry into the past and present, the Year One students have taken a historical journey into the world of Mid-Century Abstract Art (1950s–1960s). In Visual Arts, they have explored the simplicity and clarity that defined this time—clean lines, bold shapes like circles and squares, and an appreciation for uncluttered design. Using techniques such as tape art, they’ve created artworks that reflect the aesthetics of the era, while applying their understanding of the art elements line and shape.

Year Two – Inspired by the Spirit of Geelong
Year Two students have continued their historical and geographical exploration by learning about the history and culture of Geelong and beyond. Their artistic inspiration has come from our connection to the iconic Great Ocean Road—its landmarks, wildlife, surf culture, coastal charm and sheer natural beauty. Through their artworks that have included a range of Art Elements, such as colour, line, shape and texture, students have captured the essence of this spectacular part of Victoria and celebrated the way it motivates and influences art.'

We are so proud of their creativity and effort our junior artists have shown. Be sure to check out their stunning work on display and a place for them when they make their way home.

   

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The Flying Bookworms Show

By Van and Ciaran 4MC

On Friday, we had an incursion from the flying bookworms! It was so much fun and we learned a lot about Banjo Paterson, our theme. Surprisingly, Banjo Paterson is the old guy on the ten dollar note! How cool is that!

The Flying Bookworms performed three amazing plays inspired by Banjo Paterson’s poems. They were, Mulga Bill’s Bicycle, The Man From Ironbark and The Geebung Polo Club! 

I (Van) was lucky enough to be chosen for one of the plays! I was one of the guys from the Geebung Polo Club! I had to play against the Cuff and Collar Team. They were soooo posh, I'm glad I wasn’t one of them! In the end, we all just died, so that was funny! I liked pretending I was a ghost and scaring my friends! The audience was loud! Everyone was laughing the whole time! 

Another poem they performed was the man from Ironbark! They told us to say Ironbark really loud! We were a lot louder than they expected. I thought the dull teenagers were funny characters because they were so silly and just stood around watching the barber pull mean jokes on the man from Ironbark.

I also liked Mulga Bill’s Bicycle! It was very funny, especially the bit where Mulga Bill turned around with his cycling helmet, which looked ridiculous. The entire grade cracked up laughing! Including us! I also liked the bit where Mulga Bill falls into Dead Mans Creek!

 It was so much fun watching these three brilliant plays, we learnt a lot about Banjo Paterson! We hope they come back again!

 

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We want to take a moment to show our deepest appreciation for our wonderful LSOs and support staff. The work they do each day does not go unnoticed – they are the eyes and ears of our classrooms, always picking up on the little things that make a big difference for our students. They know our students so well, noticing when something is not quite right, following up when extra attention is needed, and stepping in with care and support at just the right moment. They lend a hand wherever it is needed, often anticipating what will help before anyone has to ask, and are frequently the first point of call for both staff and students when challenges arise. The relationships they build with our young people help them feel safe, supported, and understood, and the trust they establish makes it possible for students to learn and grow. The patience, kindness, and quiet dedication they bring to their roles every single day create an environment where students can thrive, and their contributions ripple far beyond the classroom walls. Our school is stronger, kinder, and more connected because of them, and we are truly grateful for all that they do.

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Year 2 Reflection on the Excursion

On Thursday the 28th of August, the Grade 2 students went on an excursion to the National Wool Museum. We hopped on the bus and travelled into the heart of Geelong City.

When we arrived, we met our fantastic guides who gave us a short history of the museum. We then split into two groups. One group did a guided workshop, while the other went on a guided tour.

In the workshop, we learnt about the history of shearing. We even held a pair of old shearing scissors! After that, we each sewed on a hessian bag and added our initials. This is what people used to do to mark bags of wool many years ago.

On the guided tour, we stepped back in time to learn about the Wadawurrung people, the original custodians of the land. We were amazed when we saw one of the biggest sheep ever recorded, nicknamed Goliath. As we explored the museum, we touched different types of wool and saw what shearers’ houses looked like through the decades.

We had an amazing time and learnt so much about the history of wool in Geelong!

Student Reflection on the Excursion

We had the best day ever on our Year 2 excursion!  We had an amazing bus ride.  We explored the Wool Museum and we had two tours with Catherine as our guide.  Then Catherine showed us a fake cottage, there was the best couch ever!  Finally, let me tell you about my favourite thing ever!!  It was the workshop.  We got to touch a scissor-like thing called shears, and an electric buzzer-thing too.  Oh yeah, we also got to make patch art work.  It was so fun. Now you know why we had the best day ever on our Year 2 excursion.

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RU OK? Day builds the social and emotional skills of children by helping them develop the skills they need to support each other and be good friends. Students develop their understanding of mental health and wellbeing through learning about the importance of friendship and emotions in themselves and others.

On September 11th this year we are asking our students to wear a TOUCH of YELLOW with their school uniform as we acknoledge this day with some awareness activities.

This free interactive video invites primary school students to ‘choose their own journey’ while navigating feelings and choices during R U OK? conversations. https://lifeed.org.au/ruok-day/

Produced in collaboration with Life Ed, the video journey features Healthy Harold, joined by two new characters, the ‘Thoughts’, who contemplate the different approaches to various peer-to-peer situations that may arise in the school day. Students will learn personal and social skills and increase their confidence to able to have an R U OK? conversation with a friend. 

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What a beautiful morning we had for our Book Week Parade! The energy around the school was incredible, with so much colour, creativity, and joy on display.

A big thank you to all our parents and carers for the effort that went into costumes (and those last-minute scrambles!). We loved seeing the positivity and enthusiasm from our school community—it really made the day so special.

The parade was full of clever ideas and lots of laughter. Group costumes were a crowd favourite, with everything from animals, pirates, princesses, and minions, to inflatables, superheroes, Harry Potters, fairies, classic storybook characters, and even some very funny box-based creations. Spotting Where’s Wally, Minecraft builds, and a few mischievous villains brought plenty of smiles too!

It was a wonderful celebration of books, imagination, and fun—we’re already looking forward to next year!

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Please take note of the below information and pass onto babysitters and/or grandparents that pick up your children.

Recently we have had the Geelong city council at school at both pick up and drop off time and they have issued fines based on their observations. 

PICK UP/DROP OFF ZONE

For those who use the drop off/pickup zone or drive down Reynolds Road you would understand that more often than not it becomes very congested.

We have had the Geelong Council review the situation and there has been a LEFT TURN ONLY sign installed at the exit closest to the staff car park. Cars will not be able to turn right or drive straight ahead when exiting the drop off/pick up zone. You will need to go up to the Laura Avenue roundabout to turn back the other way.

We appreciate this is a change but it is very welcomed by the school and we hope it makes a significant difference to the flow of traffic.

Please do not double park on the right hand side of the drop off zone. This is a two way street for bus access and it is illegal to park or stop on the right hand side of the road. Children are not permitted to cross the road to enter a vehicle which is parked illegally. If you are unable to pull in to the left hand side of the curb please drive on and come around again.

STAFF CAR PARK

Another reminder that we consistently need to be communicating is for parents NOT to park in the staff car park at any time. This is clearly signed. We have staff coming and going at all times of the day and especially at pick up and drop off time we are trying to keep the movement to a minimum. Children should not be walking through the staff car park other than on the yellow crossing from the gate to the footpath.

CHURCH CAR PARK

Please ensure you are conscious of where your children are playing in this space and keep ball use under control. We keep children behind the yellow line until they are with their parent/s. It is important that you as parents are also reinforcing safety in this area and keeping in mind that cars have right of way.  Ideally we would like children walking on footpaths at all times.

ACCESSIBLE PARKING

We have some accessible parks around our school at gate 2 and also in the church car park. Please do not park in these parks unless you have a permit displayed. We do have families who require these parks and it can be difficult to collect children if access to these is not available.  We appreciate your respect and consideration for those who rely on these spaces."

BIKES
If your child rides their bike to school could you please have a conversation with them about bike safety and expectations in the school yard. We love seeing children being independent but ask that they be respectful of after school crowds particularly along the path to McDonalds Reserve and around the Church car park. We also do not allow any scooters or bikes to be ridden in the school yard.

PLAYGROUND
We welcome parents into our yard after school however ask that toddlers and all school children are not on the play equipment. We kindly ask this from a risk point of view in regards to accidents, supervision and children who should be waiting at gates for their parents to arrive.  

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