Issue 4 – The Hall Happenings 24 March 2025

Principal’s Messages

Dear Parents and Carers,

At The Hall State School, we are continually focused on improving student outcomes, particularly in the area of English. One of the key tools in this effort is formative assessment, which provides us with valuable insights into each student’s learning progress. Through ongoing data conversations, we then identify marker students whose performance helps us better understand trends and areas for improvement across the entire class. This supports our teaching and learning cycle, allowing us to adjust instruction to meet the individual needs of all learners. These efforts are directly aligned with our school’s explicit improvement agenda in English, ensuring that every child has the opportunity to thrive.

As part of our commitment to consistent and reflective teaching practices, our teachers will soon move into the next phase of the moderation cycle, the After-Moderation. This shift occurs after students have completed their summative assessment tasks. During this phase, teachers collaborate to review and discuss the assessments, ensuring that marking is consistent across classes and supporting staff to have reflective professional conversations. This process helps us make data-driven, evidence-based decisions to further enhance our teaching strategies and ensure that all students are progressing effectively.

I would like to take this opportunity to inform you that parent-teacher interviews will be held in the first week of Term 2. These interviews are a crucial part of our communication and feedback process, providing an opportunity for you to discuss your child’s progress with their teacher. By scheduling these interviews early in Term 2, we can ensure that there is maximum teaching and learning time for both teachers and students across the term, allowing us to focus on continued growth and improvement throughout the term.

I would also like to remind you that our school is committed to creating a safe, supportive, and respectful environment for all students. We are a Positive Behaviours for Learning (PBL) school, which means we focus on fostering positive behaviours that support students' social and emotional growth. The school also follows a school-wide Student Code of Conduct, which is endorsed by our P&C, to ensure consistency of responses when disruptions occur to our school day. Principles of Inclusion guide us in addressing the diverse needs of all students, and we ensure that our Student Code of Conduct is supported and followed by all. If an incident occurs during the day, we address the situation carefully, taking into account the well-being of all students, while upholding high expectations for behaviour. We are committed to working together with you to support your child’s growth in both academic and personal areas, and we truly appreciate your continued collaboration with the school to create a positive learning environment. This year, we have updated our Code of Conduct and it will be presented to the new P&C committee at an upcoming P&C meeting before being sent to all families as a reminder of our high expectations for students, staff and community here at The Hall State School.

Lastly, if you have any questions or concerns about your child's school day, please don’t hesitate to reach out to their classroom teacher. Should you feel the need for further discussion, the administration team is more than happy to assist in scheduling a meeting with a member of our leadership team. We want to ensure that all concerns are addressed promptly and in a supportive manner, so your child’s educational experience remains positive and productive. We truly thank you for your ongoing support and partnership.

Kind regards,
Mrs Katie Bull
Principal

From The Deputy

Co-Regulation: Supporting Emotional Growth at The Hall State School

At The Hall State School, we are committed to helping our students not only excel academically but also develop strong emotional and social skills. Our teaching staff understand the importance of co-regulation, an approach that supports students in managing their emotions and behaviours with guidance from trusted adults, such as teachers.

What is Co-Regulation?

Co-regulation refers to the process by which adults and students work together to manage emotions, especially during challenging moments. It involves teachers and staff helping students recognise, name, and regulate their emotions, rather than expecting them to do so independently. By modelling calmness, offering emotional support, and teaching strategies for emotional awareness, co-regulation creates a safe and supportive school environment for all students.

Why is Co-Regulation Important?

Emotional regulation is a key life skill that directly impacts how students approach learning, build relationships, and navigate challenges. Co-regulation is essential because it:

• Provides students with tools to manage stress and difficult emotions in healthy ways.
• Promotes emotional resilience, helping students recover from setbacks and challenges.
• Strengthens relationships between students, teachers, and peers, fostering a sense of community.
• Encourages positive behaviour, as students are better able to control impulses and respond thoughtfully to situations.

By embedding co-regulation into our school culture, we aim to support students in becoming more self-aware, empathetic, and confident individuals, both in and out of the classroom.

How Does Co-Regulation Work in the Classroom?

• Modelling Calmness: Teachers set an example by managing their own emotions and demonstrating techniques like deep breathing or taking a break when needed. For instance, when a student is upset, the teacher might guide them through a calm-down routine, such as taking three deep breaths together.
• Emotion Check-Ins: Teachers regularly check in with students to gauge their emotional state. These "emotion check-ins" help students recognise their feelings and take steps toward self-regulation before emotions escalate.
• Mindfulness Techniques: Students are introduced to mindfulness exercises, such as breathing techniques or guided visualisation, that help them stay focused and calm, especially before tests or stressful activities.
• Chill-In Space: Every classroom has a chill-in space that can be accessed by students to support their regulation process.
• Conflict Resolution: When conflicts arise, teachers use co-regulation strategies to help students express their feelings calmly, listen to others, and work through the issue together. This encourages peaceful problem-solving and emotional awareness.

How Can Parents Support Co-Regulation at Home?

Co-regulation isn’t just for the classroom—it’s something families can practice together at home. Here are a few ways parents can support their child’s emotional growth:

• Be a Role Model: Demonstrate calmness and emotional awareness during stressful moments. Show your child how you manage your emotions and encourage them to do the same.
• Create Calm-Down Routines: Set up simple activities, such as deep breathing, listening to calming music, or journaling, to help your child relax when they feel overwhelmed.
• Talk About Emotions: Encourage your child to name their emotions and talk about how they’re feeling. This helps children develop emotional vocabulary and feel understood.
• Support Problem-Solving: Guide your child in thinking through solutions when they face challenges, helping them approach problems with a calm and thoughtful mindset.

Kind regards,
Mrs Tiffany Hunter
Acting Deputy Principal

Head of Diverse Learning Team

Regards
Mrs Norelle Kasberger
HOSES
Diverse Learning Team

Student of the Week

Congratulations to the following students who received Student of the Week awards.

News from 1/2F

Our students have been busy engaging in exciting learning experiences across all subjects!  Our students are fully engaged in the Initial Lit phonics program, building strong reading and spelling skills.  In English, students are developing their writing skills by creating character descriptions using verbs and adjectives to describe actions and traits. They are also preparing for a short speech, where they will practice speaking clearly and confidently.  In Mathematics, students are strengthening their number sense by counting to and from 100, identifying number bonds to ten, ordering numbers, and collecting data using tally marks. Year 1 students are exploring place value in two-digit numbers, while Year 2 students are learning to partition three-digit numbers.  In Science, hands-on learning is in full swing! Year 1 students are designing and testing small boats to see if they float, while Year 2 students are constructing structures that can hold an orange and a sandwich. Both year levels are investigating material properties, exploring changes, and making predictions. We are so proud of the enthusiasm and effort our students are showing in their learning!

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