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Mac St News - Friday 20th February

Principals Report

Dear Parents, Carers and Community Members,

Over the past fortnight, our students have been working diligently in their classrooms, continuing to strengthen the routines and positive behaviours that are explicitly taught and reinforced each day. It has been wonderful to see the strong start students have made to the year.

Berry Street Education Model

On our recent Curriculum Day, our whole staff completed the third professional learning day in the Berry Street Education Model. This session focuses on Stamina, building students’ capacity to sustain attention, regulate emotions, and engage positively in their learning. Many of the strategies explored are already embedded in our practice; however, this professional learning allows us to refine and strengthen our consistent approach across the school.

School Council

In the coming weeks, information will be shared via Compass regarding upcoming vacancies on our School Council. We encourage interested parents and carers to consider nominating.

In Victoria, School Council plays an important role in the governance of government schools. Councillors work collaboratively with the Principal to help set the strategic direction of the school, approve policies, oversee the school budget, and support decisions that enhance student learning outcomes. Being part of School Council is a meaningful way to contribute to the future direction and ongoing success of our school.

School Opening and Closing Times

A reminder regarding supervision and school gate times:

Gates open: 8:30am

Gates close: 3:30pm

These times are in place to ensure appropriate supervision, including for students attending Before and After School Care. Students should not enter the school grounds via the office outside of these times. If students arrive early, they will be required to wait at the gate until supervision begins.

Attendance

Attendance continues to be a key focus for our school. We see this as a team effort, home and school working together to ensure students are not only attending every day but arriving on time at 8:50am.

To celebrate outstanding attendance, students who achieve 100% attendance for the term will receive a Macarthur Street wristband. These students will also be invited to a special end-of-term lunch (fish and chips or pizza). Students who earn four wristbands across the year will receive a special gold “100% Club” custom pin to wear on their school uniform. We are looking forward to seeing many wristbands and gold pins proudly worn throughout the year!

SWPBS

You may have heard your child talking about SWPBS points. At Mac Street, we use School-Wide Positive Behaviour Support (SWPBS) to foster a positive, safe, and inclusive learning environment. This framework focuses on explicitly teaching behavioural expectations and recognising students who demonstrate them consistently.

Students earn tokens for displaying positive behaviours both inside and outside the classroom. Once a fortnight, students can redeem their SWPBS points at the office for rewards such as a milkshake, a mystery prize, or even the opportunity to use the teacher’s chair for the day. We are incredibly proud of our students, and SWPBS provides a wonderful way to celebrate their efforts and contributions to our school community.

Parent/Carer/Teacher Interviews

Last week, we held our first Parent/Carer/Teacher Interviews for the year. It was fantastic to see so many families engaging in meaningful conversations about learning goals and aspirations for 2026. Thank you for your continued partnership.

We will continue with the same structure in 2026 as in 2025, with Term 3 remaining an optional interview period.

NAPLAN

NAPLAN is fast approaching. We view NAPLAN as a celebration of learning rather than a high-pressure test. It is a nationwide assessment for students in Years 3, 5, 7 and 9 that measures progress in Reading, Writing, Spelling, Grammar and Numeracy.

NAPLAN is just one part of how we understand and support each child’s learning journey. Our focus remains on growth, effort and progress, rather than simply results. We encourage students to approach the assessment calmly and confidently, doing their best.

If you have any questions or concerns about how your child may manage NAPLAN, please don’t hesitate to contact me for a conversation.

I hope you all have a wonderful weekend.

2026 Dates

  • Monday 23rd February

    Student leaders will take part in the PLAY program

  • Wednesday 25th February

    Final Wednesday that Foundation Students have Wednesday off
    Foundation Parent/Carer/Teacher Interviews between 9am – 3pm (Book via Compass)

  • Monday 2nd March

    Foundation Students commence full time school this week

  • Friday 6th March

    F-6 SCHOOL ATHLETICS CARNIVAL

  • Friday 30th March

    F-6 Cross Country Competition

  • Thursday 2nd April

    School Photos
    Students finish at 1.45pm

  • Friday 3rd April

    Good Friday – Start of Term 1 Holidays!

2027 Foundation Enrolments

We will be holding Open Nights for the following Kindergartens on the dates and times listed below:

📅 Tuesday 24 February 2026

Soldiers Hill Kindergarten - 4:00pm–5:00pm

Bakery Hill Kindergarten - 5:30pm–6:30pm

📅 Wednesday 25 February 2026

Goodstart Early Learning (Creswick Road) - 4:00pm–5:00pm

Midlands Kindergarten - 5:30pm–6:30pm

📅 Thursday 26 February 2026

Jenny's Early Learning Centre (Soldiers Hill) - 4:00pm–5:00pm

Ballarat Child Care Co-operative - 5:30pm–6:30pm

Foundation News - Mrs Emily Burns

This fortnight in Foundation we have been consolidating our classroom learning behaviours and routines. Students have been building up their stamina and engagement for tasks; this week we have been working on 2 set tasks in one session! We have been learning all about the letters I, N, M, D, G, O, C, K and the sounds they make along with how we can write these letters using a verbal cue. We have listened to some nursery rhymes and begun practicing answering questions using a full sentence. In Maths this fortnight we have learned all about the numbers 1, 2, 3, how to identify straight and curved lines, and about different times of the day. In Knowledge we have learned about families, our family tree, who is in our house and what different parts of our body are.

Grade 1 News - Mrs Tanya Vanderkley

This fortnight in Grade One, we have certainly battled a lot of illness! It has been a challenging couple of weeks with many students (and families!) under the weather, but we are hopeful that everyone is now on the mend and feeling much better.

Despite this, our classroom learning has continued to grow! In Knowledge, we have been exploring growing stages - looking at how we change over time and how we grow from babies into children, and eventually adults. The students have enjoyed sharing their knowledge about the different stages of growth and the changes that happen along the way.

We have also been learning about how amazing our brains are. Students discovered that our brains help us think, learn, remember, and even control our bodies and feelings. We spoke about how practising skills helps to strengthen our brains — just like exercising strengthens our muscles!

One of the highlights of the fortnight was imagining the future. Students loved sharing what they would like to be when they grow up. We heard dreams of teachers, vets, police officers, artists, pilots and even an aspiring singer!!

I am so proud of the resilience and enthusiasm the children continue to show, even during a germ-filled fortnight. Here’s to a healthy and happy few weeks ahead!

GRADE 2 NEWS – Miss Rhiannon Eustice

In Reading this week students have been learning about our 'Fantastic Elastic Brains' in line with our knowledge unit. Students have explored different parts of the brain and how people use it to think, feel and retrieve memories. The Prefrontal Cortex or PFC for short helps people to make decisions. The Amygdala is the control centre of the brain and controls our feelings. The Cerebellum helps us with our coordination like playing games. Our Cerebrum helps us to talk and think and lastly the Hippocampus helps to store and retrieve memories. We have discussed as a class how when we do challenging things, it’s like doing a push-up and helps our brain to grow and change!

GRADE 3/4 NEWS – Mr Andrew Goodson

So far this year, we have been getting stuck into plenty of work. A big focus for the 3/4 class thus far has been the writing component of literacy. We have looked at different aspects of writing as well as the structure of our narratives. In particular, a focus for our narrative writing over the past couple of weeks has been ‘Wishing Tales’, whereby the main character wants something badly and tries to get it, but is set back by a difficulty which he or she needs to overcome.
Furthermore, we have been spending time on our handwriting skills; practicing this skill is an important facet of writing and makes our work easier for Mr G to read!

GRADE 5/6 NEWS – Mrs Bonnie Irving

It has been another busy fortnight in Grade 5/6. In Maths we have been looking at perimeter and how to calculate perimeter when there is an unknown side. We have been using our knowledge of Perimeter to create our own property, from here we drew enclosures and then worked out the perimeter of each section.

WELLBEING NEWS – Ms Erin Ireland

Screens, Safety and Soaking Up the Sunshine
With the beautiful weather and lighter evenings still here, it feels like a lovely time to gently reset some screen habits at home.

Technology is part of our children’s world. There are real positives — they connect, create, learn and unwind. Like most things, it’s about balance — and that can look a little different in every family.

Why Screen Time Can Feel So Big
Many apps, games and platforms are intentionally designed to keep users engaged for as long as possible. Features like endless scrolling, autoplay and short-form videos (such as reels or YouTube clips) are particularly powerful because they deliver quick bursts of novelty and reward. Little brains love that.

This isn’t a parenting failure — it’s simply how the platforms are built.

Because of this design, turning devices off can sometimes feel bigger than we expect. If you’ve ever been met with tears, frustration or “just one more,” you’re certainly not alone.

Extended screen time can impact:

  • Sleep (especially if devices are used close to bedtime)
    • Mood and emotional regulation
    • Physical activity
    • Face-to-face social confidence

If your child seems more emotional after a long stretch on a device, you’re not imagining it. Little nervous systems can become overloaded, particularly with fast-paced, high-stimulation content.

Internet Safety – Ongoing Conversations Matter Most
For primary-aged children, some simple foundations really help:

  • Keeping devices in shared family spaces where possible
    • Using parental controls (while remembering they don’t replace supervision)
    • Knowing what apps and games your child is using — and how they work
    • Keeping communication open and judgement-free

Understanding how apps function (chat features, privacy settings, live streaming, in-app purchases and algorithms) is important. The eSafety Guide is a helpful place to explore popular apps in clear, parent-friendly language.

Rather than one big “internet safety talk,” it’s often the small, regular check-ins that make the biggest difference:

  • What are you enjoying online at the moment?
    • Who can you chat with on that app?
    • What would you do if something online made you uncomfortable?

Children are far more likely to come to us if they don’t think they’ll be in trouble.

Soaking Up the Sunshine
Warmer afternoons really are a gift, and as we all know, we only get so many here in Ballarat so make the most of them!

Unstructured outdoor play supports emotional regulation, creativity, resilience and physical health. It doesn’t need to be elaborate — a scooter ride, chalk on the driveway, kicking a ball, watering the garden or a quick park visit all count.

Even 30–60 minutes of device-free outdoor time can noticeably improve mood and sleep.

Some families find “Sun Before Screens” helpful — outdoor time first, devices later. Not as a punishment, just as a rhythm.

And while strict time limits work beautifully for some families, they don’t work for everyone. Sometimes it’s less about exact minutes and more about building predictable patterns — outdoor time, connection, then screens.

The Power of 5–10 Minutes
One of the most protective things we can offer children isn’t just less screen time — it’s connection.

Short bursts of quality one-to-one time make a significant difference. Even just a regular five to ten minutes of:

  • Undivided attention
    • Playing a quick game
    • Shooting hoops
    • Reading together
    • Sitting and chatting
    • Letting them choose the activity

When children feel connected, they often need less from screens.

It doesn’t have to be long. It just has to be present.

Helpful Australian Resources
If you’d like reliable, up-to-date information, these are excellent:

eSafety Commissioner (Australia)
www.esafety.gov.au

The eSafety Guide (part of the eSafety Comissioner website)
A searchable library of popular apps and games, explaining risks and safety features in clear language.

ThinkUKnow Australia
www.thinkuknow.org.au

As always, if you have questions about online safety, friendship issues connected to devices, or managing screen-time conflict at home, please feel free to reach out.

ART NEWS – Ms Wendy Tangey

Students birthday

Happy Birthday to the students who have celebrated their birthday in the last week or will celebrate their birthday in coming days.  

  • Divina
  • Cruze
  • Evelyn
  • Konnah