Term 2, Issue 3, Newsletter Painting By Sumayah pucci - Yr 12

Mrs Carol Bell


This week I thought I would take the opportunity to talk about our College Wide PBIS framework through a trauma informed lens. St Mary’s College began implementing PBIS- Positive Behaviour Interventions and Support on primary about 6 years ago. During this time the impact on student life and staff morale has been dramatic. Students are empowered to stay on plan and make good choices while teachers are empowered to teach explicitly the behaviours we wish to see while being able to take into consideration the individual needs of children.

This year we rolled this approach out on secondary in an age appropriate way but with the same basic premise as primary. Both campus’ have a PBIS team of teachers and are supported by an external behavioural psychologist who helps the team to review student behaviour data and come up with new strategies that will specifically address trends in behaviour that we might be seeing across a particular year group.

What is Positive Behavior Interventions and Support?

PBIS is a process for creating safer and more effective schools. It is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.

What is PBIS at our school?

We have adopted a unified set of expectations. Our expectations of Being Kind, Being Responsible, Being Respectful and Being Your Best (secondary) inform how we talk about and teach the behaviour we wish to see in our College. You will see these rules posted throughout the school and your child will be learning about them and the specific behaviours that are required throughout their schooling experience. Our classroom expectations are found in every classroom and non-classroom setting in the College, include the following as an example:

  1. Follow adult instructions respectfully.
  2. Use kind words and actions.
  3. Keep hands, feet, and objects to self.
  4. Remain in your seat or area as directed.
  5. Be prepared for class

As part of our PBIS process, teachers and other staff members use evidence-based practices to increase student learning and decrease classroom disruptions. To keep students on the expectations in a positive manner, we do the following when teaching academics and behaviour:

  • Constantly teach and refer to our College-wide expectations.
  • Provide students with more praise than correction.
  • Talk to students with respect, using positive voice/tone.
  • Actively engage everyone in the class during instruction.
  • Use pre-correcting, prompting, and redirecting as we teach.
  • Look for the positive first and provide positive, immediate, frequent, and explicit feedback.
  • Use dojo points and reward systems to acknowledge right behaviours and acknowledge students following expectations.

It is important for parents/guardians to understand that while the emphasis is on creating positive interactions with students when correcting behaviour and teaching behaviour there are also consequences for repeated unproductive behaviour that is not in keeping with our College wide expectations.

Such consequences include:

  • Disruptive Rule Break #1= Warning
  • Disruptive Rule Break #2= Warning
  • Disruptive Rule Break #3= Class Pass to Another Teacher’s Classroom (Buddy classroom) [No More Than 10 Minutes] -
  • WELCOME BACK [and the cycle is then repeated except for the 6th rule break]
  • Disruptive Rule Break #4= Warning
  • Disruptive Rule Break #5= Warning
  • Disruptive Rule Break #6= Office Discipline Referral( Primary Admin or Head of House office)

Where an incident occurs that is more serious or requires a student to re-regulate we use the following process:


Student spends some time in a sort space such as: wellbeing room or wet areas on primary and the engine room/ Clontarf/ DSG or Head of House office on secondary, calming down and re-regulating often with assistance from student services or senior members of staff. Depending on the situation students may also be required to reset at home. In this case parents/guardians will be informed and asked to collect students to bring home for reset.


Once a student has regulated they will spend time with an adult- often a senior member of the leadership team such as an Assistant Principal on Primary or Head of House on Secondary discussing the incident, why their behaviour may not have been in keeping with our College expectations and what they might have done differently.

If a student has been required to go home then a more formal meeting may be required between the parents/guardians, student and the Deputy Principal Primary or Deputy Principal Pastoral Care- Secondary or in very serious situations with the Principal.

At this meeting there will a discussion of the situation, what the student has learned, why their behaviour was not in keeping with our College expectations and the expectations of them returning to the College ready to learn.


At the reflection interview there is also a discussion of what actions need to now occur in order to restore relationships and make amends to the community. Such actions below may occur:

  • Restorative meetings with other students/ staff to recognise impact of actions on others and to apologise.
  • Community service, particularly if College property has been damaged.
  • Formulating a follow up PBIS plan or contract that the student has imput into and must agree to before returning to the College, with a clear understanding of the consequences of not staying on plan.
  • Follow up support with Counsellor or referral to outside agencies for support if required.

At St Mary’s College we are passionate about teaching our students what we expect of them so that we can maximise the learning outcomes for all students. Students who are dysregulated or who do not understand what is expected of them do not learn well and disrupt the learning of others. As a Catholic College we take our pastoral care of each individual student very seriously and see our framework as a wonderful way of working with students and families in a positive, constructive manner that preserves the dignity of all and helps each child grow and develop to their potential, ready to take their place in the world when they leave us here at St. Mary’s College.

As parents/guardians you play a pivotal role in supporting this work in partnership with the College. I would appreciate you discussing our PBIS Framework with your child and if you have questions to discuss them with your classroom teacher on primary and Homeroom teacher or Head of House on secondary.

In partnership, as a community we work together to help each student to be their very best.

Student Representative Council Report from Primary


Our Preprimary classrooms have had some new resources, along with some painting and rearranging. We are loving our new learning spaces. Thanks to our fabulous Pre Primary & Maintenance team that have ensured this smooth transition. We are excited to having all of our families back in our learning spaces and sharing this new space with you all.

Miss Shannon - Year 2

We have been so busy in Year 2 over the last couple of weeks. We have celebrated special events like Sorry Day and the National Simultaneous Storytime. We loved hearing stories from Miss Tarlena. We also got our funky chicken diva on and created some beautiful Whitney and Britney chicken divas. We have also been doing lots of hands on learning, making play dough and playing the PBS games with our buddies. We are loving Year 2 and can't believe we are halfway through the school year.

Sustainable Art in Year 5!

A message from the Year 5’s: we need your used coffee pods! As part of our Christian Service Learning and Reconciliation Week studies, we are working to create sustainable art using coffee pods. Our plan is to create a design similar to that of the Aboriginal flag using recycled coffee pods. It is a long process that includes collecting the pods, removing the coffee grounds and using them on our school gardens, washing out the coffee pods and drying them. After this we are going to spray paint the pods into the appropriate colours and piece together our design! Here are some photos of stage one - we are super excited to create a piece of art that is promoting stewardship towards our environment as well as including cultural significance as we learn about what the different colours in the flag represent. You can help us by bringing any used coffee pods to school and dropping them at the disposal unit out the front of the primary art room. Thanks in advance from all of our Year 5’s!

Year 6 Learning About Augmented Reality

Some of our superstar Year Six students have been learning about Augmented Reality using IPads. Augmented Reality is an interactive experience of a real-world environment where the objects that reside in the real world are enhanced by computer-generated perceptual information. Go Year Sixes! WOW! We are learning a lot from you guys.


There has been so much learning going on around the Year 4, 5 and 6 classrooms. It has been so wonderful to see our students back with a new appreciation for ‘normal’ schooling! Check out some of the fabulous learning for Sorry Day, Reconciliation Week, Hands on Maths and Spelling.



By Michael Lake

The students gathered promptly for the virtual classroom to Japan today. Despite the successful testing on Friday, there were some issues with the teams link up. We could see and talk to Hayato-san and visa-versa. Hayato could see and talk to his students and visa-versa. However, we could not see and talk to the Wakayama students and visa-versa. We think that it relates to Wakayama University not liking my CEWA address and CEWA not liking the Wakayama Uni address in TEAMS. Hayato was in contact with the Wakayama Uni technicians, from Taiji, where he was based, and Justin was riding shotgun with me, but the issue was not resolved. All the SMC students had a good chat to Hayato, which was really good for the students who were to go up to Japan this year. A good training exercise for us all. The positive to come out of today was that so there seems to be good network capacity in Taiji now for future connection to our sister schools. I have a couple of ideas of how this might work some stage down the track with my co-curricular Japanese class, which I will reactivate next term.


By Marie Little

Painting selection from Years 11-12 based on the theme 'experiences'.

Painting by Abilene Lee-Tong Yr 11 Student

Painting by Leah Pigram - Yr 11 Student
Painting by Toshiko Shioji - Yr 11 Student

Curriculum at Secondary


We are pleased to announce that we have signed up all ATAR Year 11 and 12 students to ReviseOnline. In the past we have taken Year 12 students to Perth for intensive revision courses in the July holidays. Sadly this can be too little too late. ReviseOnline is a package that encourages students to do continued revision throughout the entire year so that they are confident and comfortable they are well prepared for exams. Please see the attached flyer which gives you more information about this product. WE are confident this product will help our students have a more balanced revision regime, and should lead to better results overall.

Lea Wilson, Deputy Principal Curriculum Secondary

Year 9 & 10 Exam Timetables


Last Tuesday our incredible staff participated in sessions with our fabulous collegues guiding this learning. We covered curriculum area learning on Literacy, Numeracy and differentiated learning. We also participated in sessions on Trauma, Inclusion, Shared ownership, Referral pathways & Digital safety. It was a wonderful opportunity to conitnue our learning journey to ensure the very best for all of our students.
From Coby Rhatigan


On Tuesday the Secondary Staff from St Mary’s College were fortunate to hear from Sue Thomas, educator and researcher for over 30 years in the Kimberley, who spoke about the impacts of FASD on learning. A large proportion of students in classrooms today are significantly affected by FASD and early life trauma. As educators, we need to recognise and respond to these challenges by addressing the diverse changing needs in our classrooms. FASD has been identified as an area of growing significance requiring urgent action in the Kimberley, and more widely across Australia. Responding to the need to equip educators working with children with FASD and complex needs, she co-wrote the book: Fetal alcohol spectrum disorder (FASD) and complex trauma: A resource for educators, which all staff were provided a copy of. This excellent resource is highly accessible, and provides accurate information about the issues faced by children with FASD and strategies to support them to learn effectivley.

Several TAFE staff who teach our students in VET courses also attended as we work collegially to ensure best outcomes for our students.

Staff also attended a 90 minute workshop in enhance their understanding of differentiation and how to differentiate effectively to meet the needs of students at SMC. As educators, we take seriously our role to know our students and to know how to differentiate our teaching to meet the specific learning needs of students across the full range of abilities. Staff worked on creating engaging, purposeful learning and assessment tasks in their faculty areas that differentiated in the areas of content, process, product and environment. It was an excellent opportunity to embrace a differentiation mindset and explicitly focus on students and specific learning intentions.

From Diana Jans
There are options to pay your school fees - in instalments

Direct Debit

A payment plan can be established to Direct debit from your account to spread the cost of the fees across the remainder of the year.

A direct debit form can be found here


Did you know St Mary’s College also accepts payments via Centrepay? Centrepay is a bill paying service – free for families to use. Use Centrepay to arrange regular deductions from your Centrelink payment.

A Centrepay Deduction Request form can be found here