Churchill Acenue News

Welcome to Term 3 – Strengthening Respectful, Engaging and Safe Learning

Dear Families,

Welcome back to Term 3. I hope that you and your child enjoyed some time together during the break to rest in anticipation to what promises to be another great term at the College. I take this opportunity to thank the staff on your behalf for their wonderful support and guidance of your children.
Caroline Chisholm Catholic College is great school because of the people who make up its community. I thank you for trusting our College with the education of your children.

As we continue our journey through the academic year, I want to highlight some important developments to support your ongoing partnership in supporting our students’ growth and wellbeing. This term, we are excited to deepen our commitment to creating learning environments that are Respectful, Engaging and Safe, the pillars of our student behaviour support guidelines.

These principles are embedded in our whole-school approach to wellbeing and instruction, and they align with the MACS 2030 Framework, particularly the Vision for Engagement and Vision for Instruction.
Our goal is to ensure that every student feels valued, supported and empowered to thrive. The key terms of Respectful, Engaging and Safe are words selected by the student body to describe what good learning environments must feel like, from interactions to the setting in which students experience schooling.

Behaviour Support Initiatives

This term, we are implementing several initiatives designed to foster positive behaviour and consistent expectations across the college:

The 4 Rs: Reminder, Redirection, Relocation, Reflection

These four steps provide a clear and compassionate framework for responding to student behaviour. Whether it’s a gentle reminder or a moment of reflection, the 4 Rs help guide students back to productive learning while maintaining dignity and respect.

Classroom Routines

Establishing predictable routines is essential for creating safe and engaging classrooms. Our staff have been working collaboratively to embed routines that support focus, reduce anxiety, and promote a sense of belonging. Each lesson will be divided into tree clear sections; routines before the lesson begins, processes during the lesson and considerations for when the lesson ends.

Behaviour Support Staircase

This visual tool helps students understand the progression of behavioural responses and encourages self-regulation. It reinforces the idea that every step is an opportunity to learn and grow. The Staircase replaces the previous model of the pyramids, clearly illustrating how student positive behaviour is recognised and celebrated, and how responses to negative behaviour are systematically and specifically responded to in a restorative and respectful way.

In a recent Staff Professional Development day, at the start of Term 3, key strategies about the impact of trauma in learning were explored in our Impacts of Trauma on Learning Behaviour Workshop, where presenters from Foundation House presented to staff the correlations of trauma and human development. Staff reflected on how trauma-informed practices can enhance our approach to behaviour support. This section compliments our approaches to better teach students in engaging and safe contexts.

Looking Ahead

As we move through Term 3, we will continue to refine these practices and engage students in conversations about respectful interactions and personal responsibility. We encourage families to talk with their children about these initiatives and reach out to us if you have any questions or feedback.

Together, we are building a culture where every student can flourish.

Warm regards,

Nap Rodezno
Principal