From the Principal
Dear NPS Families
As noted in our recent email to NPS families, Primary Progress Reports (PPR) are being sent to families this Friday. However, due to the additional workload on the Administration team because of the increase in COVID-19 cases, (and the process of getting reports from the system to have them individually emailed is quite time consuming), we have made a decision that PPR’s will be handed out to students on Friday afternoon. PPR’s for students who are absent will be posted. We hope that these will arrive to you by mid next week. Below is some information from the department relating to what to expect for this year.
Changes to reporting in 2022
This year, you will notice some changes to reporting in Tasmanian Government Schools.
Firstly, you won’t see A-E reporting any more for Prep to Year 6 students.
Most families in Tasmanian Government Schools have told us that A-E reporting isn’t meaningful enough for them. So, the Department is introducing a new 9-point visual scale.
Along with the visual scale a worded description will be included to help you understand how your child is going against the expected standard for their year level. The 9-point scale will show more specifically where your child is at with their learning.
The second main change you’ll see is that teachers will be communicating with you more regularly throughout the year, instead of providing written comments on reports.
This more regular communication might be through online communication, telephone calls, or face-to-face conversations.
By having more regular information about your child’s learning progress you’ll get a better understanding of how your child is going across the entire school year (not just twice a year).
What you should expect across the school year:
| Term 1 | Weeks 5-8 |
Communication focussing on application to learning or conversation about learning plan goals with families and students. |
| Term 2 | Weeks 6-9 | Opportunity for a two or three-way conversation focussing on learning progress, application to learning and wellbeing and/or learning plan goals. |
| Term 2 | Week 10 | Mid-year report of learning achievement. |
| Term 3 | Weeks 6-9 | Opportunity for a two or three-way conversation focussing on learning progress, application to learning and wellbeing and/or learning plan goals. |
| Term 4 | Weeks 9-10 | End of year report of learning achievement. |
Families will be supported to understand the new reporting requirements and the changes to mid and end of year reports as they are implemented.
Watch the video introducing the changes: Changes to reporting in 2022
If you’d like to know more about why these changes are occurring, visit Review into Reporting to Families - The Department of Education Tasmania
Coping with 'worries' at school....
The new year at school can come with all sorts of emotions for any child, and particularly for those starting Kindergarten, Prep or a new school. This year, I feel that many of us were hoping for a bit more 'normality', however, we recognise that this is not the case for any of us, and therefore a possible increase in worries and stress related behaviour may be more apparent. The message below was originally put together for our Kindergarten students, however, in the current environment I felt that it was appropriate to share this across our school community.
When children are at school they are learning a lot all the time, but particularly at the beginning of the year. New friends, a new teacher, new classroom, new ideas, new skills – it is such a busy and important time, and they are often asked to step out of their comfort zone on a daily basis. New learning can be stressful. Stress is not necessarily bad for us, in fact, moderate and predictable doses of stress are just what children need to build resilience.
Every child’s experience before coming to school is unique and so their response to stress is too. What is manageable for one child may overwhelm another. There are many possible reasons for a child to be overwhelmed. As kind, supportive adults, when we see a child who is stressed, either our own or another child in our school community, we can play an important part by using words and actions to help them to feel safe and secure.
| What can stress look like? |
| - Not wanting a parent to leave |
| - Crying |
| - Withdrawing from the group |
| - Running away |
| - Hitting or hurting others |
| - Speaking a lot or using inappropriate language |
| - Taking control |
| - Throwing objects |
| Why would students behave in this way? |
| - New environment and people |
| - New rules |
| - Disability or trauma challenges |
| - Over stimulation |
| - Being confused |
| - Trying to find where they belong |
What may help?
Allowing children to de-compress at the end of the day. For example; ask 'what was your favourite thing at school today?' rather than 'how was your day?' or 'what did you do today?'
Provide some chill out time after school. For example; a favourite activity...may involve a small amount of time with a favourite TV program, a book, quiet game, craft or construction etc.
Having difficulty separating...
Provide a small special object with children to remind them of you during the day. Even a small stone with a happy face that you have drawn on etc.
Put a special note in lunch boxes, and/or make lunches together.
Recognise and talk about emotions and work on strategies for dealing with their emotions.
Validate and re-assure... 'I know that you will miss me, but it is important that you stay here and I will be back this afternoon to get you.' 'I will be thinking of you during the day and know that you are being well looked after'.
Help them identify people that they can go to talk to if they are upset or worried, e.g. teacher, teacher assistant, senior staff etc.
Model calm behaviour (even when you may be feeling overwhelmed yourself).
You can find a wealth of information at this site from a psychologist with up-to-date information continually being added.
Children Archives - Hey Sigmund
Kind regards, Karen