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Dearest Our Lady of Lourdes Families,
As we reach the end of a very busy first term, I want to take a moment to thank you all for your support and resilience. This term has certainly not been without its challenges, with the unpredictable weather causing disruptions along the way. However, through it all, our students, staff, and families have shown great perseverance and adaptability. I feel proud to be a part of this amazing community, thank you all for making me feel so welcome.
Despite the hurdles, we have found moments of joy—none more exciting than seeing our Prep and Year 1 students finally able to enjoy their playground once again. After weeks of waiting, the sunshine this past week has allowed us to reopen the space, and the sheer delight on the children’s faces as they played in their own area for the first time this term was truly wonderful to witness.
















Farewells
As we close out the term, we say a heartfelt farewell to Miss Lauren Larsen, who leaves us this week. We sincerely thank her for her dedication and the positive impact she has had on our students and school community. While we are currently in the process of recruiting her replacement, we are pleased to have Mrs Cheryl Kybus stepping in to teach 4B for the first four weeks of next term.
We also share in the joy of Mrs Barbara Ratton, who is preparing to welcome a new addition to her family. She will begin her maternity leave at the end of Week 1 next term, and we wish her, Johnny, Patrick, and Sammy all the very best as they eagerly await their newest family member. May God bless them and keep them in the palm of His hand during this special time.
We extend our gratitude and best wishes to both Miss Larsen and Mrs Ratton and look forward to welcoming Mrs Kybus (one of our regular relief staff) to our team next term.
Learning Breakfasts
A heartfelt thank you to all the families who joined us over the past two weeks for our Learning Breakfasts. It was such a joy to see parents, carers, and students engaging in learning together and sharing special moments in the classroom. These mornings are a wonderful opportunity to strengthen the home-school partnership, and we are so grateful for the time you took to be part of them.
Building Update
There’s been plenty happening behind the scenes with our ongoing building works, and we’re excited about what’s to come. Over the holiday break, we’re hopeful that the grass will be laid and that work will begin on our new playground. If all goes to plan—and the weather is kind—we’re aiming for these areas to be ready for the children to enjoy by the end of Week 2 next term.
As many of you are aware, our school hall, the Mengon Centre, sustained significant damage during the major flooding event in Week 2 of this term. We have now received the scope of works and are waiting on final approval of a quote so that repairs can begin. At this stage, it is likely that the Mengon Centre will remain out of action until the end of Term 2.
We thank you for your patience and understanding as we work through these necessary improvements and repairs. We can’t wait to see the joy on the children’s faces as they explore their new play spaces soon!
As we head into the holiday break, I hope that all our families find time to rest, recharge, and enjoy special moments together. We look forward to welcoming everyone back for another great term of learning and growth.
Wishing you all a safe and happy break.
Mrs Jo Desailly
Principal
Dear Families,
We’ve made it to the end of another action-packed term. Where has the time gone? It has certainly flown by. Some very tired-looking teachers and students are currently getting around. They deserve a well-earned rest after their hard work this term. We hope everyone has a happy and safe Easter holiday break and returns in a couple of weeks refreshed, rejuvenated, and ready to take on all the challenges the new term brings.
Reconciliation
Congratulations to those children who completed the sacrament of Reconciliation this week. Over the last five weeks, these children have been attending lessons to prepare for this sacrament. Thank you to the teachers who delivered these lessons and guided the children through this process. The children’s participation during this beautiful ceremony was very respectful. Thank you to Father John, Father Jomi and Sr Maite for making these evenings so lovely.
Holy Week
Holy Week is most definitely a very sacred time of the year. It is when we will commemorate and remember the last week of Jesus' life on this earth. These are the days leading up to the great Easter Feast. This coming week is significant for all Christians.
Palm Sunday (or Passion) Sunday, which remembers the entrance of Jesus into Jerusalem for Passover.
Holy Thursday recollects the Last Supper, the betrayal by Judas and Jesus washing his disciples’ feet.
Good Friday remembers the arrest, trial, crucifixion, death, and burial of Jesus.
Holy Saturday is the Sabbath, when Jesus rested in the grave. We keep watch for the expectant rising of Our Saviour.
The message of Easter is about renewal, forgiveness and love for one another, leading us all to live better lives. Our responsibility as partners in faith is to immerse children in our Christian story and allow them to soak up the beautiful nature of this liturgical season. Take up the invitation to attend an Easter celebration over the coming weeks and experience the ritual of this sacred time.
Lord Jesus Christ,
in this sacred and solemn week
when we see again the depth and mystery of your redeeming love,
help us to follow where you go,
to stop where you stumble,
to listen when you cry,
to hurt as you suffer,
to bow our heads in sorrow as you die,
so that, when you are raised to life again,
we may share in your endless joy.
Amen.
Project Compassion Fundraising Boxes
At the beginning of Lent, students received a Project Compassion box. If your family has donated to Project Compassion, please return your mission box to the office as soon as possible. Thank you to parents, students, and staff for your assistance in raising much-needed funds for Project Compassion during this season of Lent.
“Your generosity is the pebble that allows Caritas Australia to create ripples that will improve the livelihoods of vulnerable communities, supporting them in flourishing and creating opportunities for future generations to live to their full potential.”
Thank you!
School Masses - Term 2
Next term, our school masses will be on the following dates:
- Week 3 - 9th May - 8:45 am
- Week 7 - 6th June - 8:45 am
- Week 10 -27th June - 8:45 am
Everyone is welcome!
And finally...
Please take time over the next two weeks to relax and spend some time regaining energy in time for the start of term 2. Students (and adults) need time to replenish their batteries as we move into term 2, cooler weather and shorter days. We look forward to seeing you return to school on Tuesday, 22 April!
Thanks for a great term! Have a happy, safe and holy Easter.
God Bless!
Moris Gori
Assistant Principal Pedagogy and Learning
Year 3-6 Reading Assessments @ Lourdes with DIBELS
This term, teachers conducted DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessments to monitor Year 3 to 6 students' literacy development. DIBELS is grounded in decades of research and helps us assess key reading skills such as phonemic awareness, fluency, and comprehension. The reading data gathered allows teachers to identify student strengths and areas for growth, guiding our planning for targeted reading interventions next term to ensure that each student receives the support they need to continue their reading journey.
The Importance of Home Reading
Reading at home plays a vital role in your child's literacy development. When families make reading a regular part of daily life, it significantly enhances students' growth and confidence as readers.
Home reading supports the skills your child is developing in the classroom by giving them extra practice with fluency, comprehension, and vocabulary. It also strengthens their love for books, making reading a fun and enjoyable experience that lasts a lifetime.
Engaging with your child while reading fosters important skills such as listening, understanding story structure, and discussing characters and themes. It also
allows you to model fluent reading and encourage expression. Whether reading aloud together, sharing stories, or discussing what they’ve read, these moments help deepen their connection with the text.
We encourage all families to continue reading with their children over the break. Just 15 minutes a day can make a difference, helping your child become a confident and capable reader. Together, we can support their growth and set the foundation for future learning success!
Moderation for Teachers
This term, our teaching staff participated in moderation, a collaborative process designed to ensure consistent and comparable assessments of student learning. Through this process, teachers work together to review and assess student work, fostering professional discussions that enhance teaching practices and improve student outcomes.
Moderation supports fairness and accuracy in assessment, ensuring that all students receive consistent feedback on their progress. By aligning our judgments against the Australian Curriculum, we can continue to provide high-quality teaching practices that meet the diverse learning needs of our students.
We are committed to ongoing professional learning and collaboration to enhance teaching and learning in our school.
Celebrating a Term of Learning
This term has been a busy and exciting time for our students, filled with growth, exploration, and achievement. To celebrate these accomplishments, each teacher opened their classroom to welcome families, providing a special opportunity for parents to engage in their child’s learning environment.
These events allow families to witness firsthand our students' progress and hard work, fostering a strong home-school connection. Seeing so many parents and caregivers exploring classrooms, engaging with student work, and sharing the joy of learning was wonderful.
We sincerely hope all families enjoyed this experience as much as we did. Thank you for your ongoing support and involvement in making this a successful and memorable term!
I hope your break is filled with joy, relaxation, and special moments with family and friends. Thank you for your continued support throughout the term—we look forward to another exciting term of learning ahead!
Happy Easter!
Sarah Sheahan
Fun in the Sun
Finally our students got to enjoy a little bit of play in the sunshine while it lasted! There were lots of smiles on these faces
2B Learning Breakfast 























3A Learning Breakfast 



























What's Happening in Year 6




















A Special Visit for Our P-2 Students















3B Learning Breakfast 






















64 & 4A Learning Breakfast 



































Moderation Afternoon








Prep & Year 1 Learning Breakfast 







































































Final Learning Breakfast for the Term!




ANZAC Day 2025 Services — Ingham and Cardwell Districts
ANZAC DAY – Friday, 25 April 2025
Our school commemorates ANZAC day by participating in the ANZAC Day procession. We strongly encourage as many children as possible, from Prep to Grade 6 to take part. When marching, children are to be in FULL DAY UNIFORM. Everyone must wear a school hat and please bring a water bottle. As all children are representing their school, we would appreciate it if they are well presented. If you have any questions, please contact the office. Staff will be present at all services.
Students are encouraged to attend any of the following services: -
• Ingham Dawn Parade Assemble by 4:05am in front of the Ingham Police Station, opposite the Mafeking Tree for a 4.15am start.
• Forrest Beach Ceremony Assemble by 6:30am in front of Forrest Beach Surf Life Saving Club for a 7.00 am start. March to the Memorial Site in Progress Park.
• Halifax Parade Assemble at 8:00am at the Victoria Street Gun site for a 8.05am start. March to the Lion's Clock and return to the War Memorial for a wreath laying ceremony.
• Ingham Parade Assemble by 9:05am at Rotary Park for a 9.20am start.
March to the Cenotaph for a wreath laying ceremony.
• Cardwell Parade Assemble at 10:30am at the Cardwell Cenotaph for a 10.45am start.
Ingham Parade
The Parade will commence at 9.30am and schools are requested to assemble under the direction of the Parade Marshall in Rotary Park, adjacent to the old Barra Motors building, Herbert Street, Ingham at 9.15am. We line up in gender and height order, starting with tallest girls at the front, down to shortest girls in the middle, then shortest boys up to tallest boys at the end. ANZAC Day ceremony. CHILDREN WILL NEED TO BRING THEIR OWN WATER BOTTLE, WHICH THEY MAY CARRY DURING THE MARCH.
When the parade arrives at the cenotaph, Prep to Year 2 students can be collected by parents rather than stand with the rest of the school throughout the ANZAC ceremony
Parents, we need your support and co-operation to ensure our student body is well represented.
Week 8
Prep A | Charlie Solari, Jada Roveglia |
PREP B | Jaxtyn Knuth, Kash Glenwright |
1A | Hailee Carrara, Cameron Marsh |
1B | Elle Vardanega, Linkyn Garutti |
2A | Ella Briggs, Archer Carr |
2B | Ty Gibson, Arya Gori |
3A | Miley Skipper, April Previtera |
3B | Levi Bona, Quinn Seri |
4A | Layla Lazzaroni, Andy Barra |
4B | Ashlee-Mae Garvie, Charles Rackley |
5A | Maxx Kernke, Skylah Veltmeyer |
5B | Phoenix Gilberto, Evie Faulkner |
6A | Kadee Roveda, Mckenzie Tamburin |
6B | Liam Egan, Lilly Bahr |
Week 10
Prep A | Arthur Gofton, Ruby Mellor |
PREP B | Robbie Pollock, Annika Parajuli |
1A | Lucas Chiesa, Aira Pearmain |
1B | Mason Seri, Anna Holland |
2A | Marybeth Thomson, Lucy Petersen, Lachlan Alce |
2B | Ryden Beccaris, Ayla Valastro |
3A | Nash Alleyn, Torah Sheahan |
3B | Quade Robino, Ashlyn Devietti |
4A | Sadie Long, Iwin Jijeesh |
4B | Liam Marsh, Mia Carr, Aria Tamburin |
5A | Aaron Roveglia, Georgia Myles |
5B | Joseph Mammino. Zoey Spina |
6A | Cooper Long, Ruby Gori |
6B | Jaidon Monro, Asha Goldfinch |
Teaching Kids to Navigate Friendships
When Canadian teacher Dana Kerford realised the girls in her Year 4 class needed serious help navigating friendships, she developed GirlPower in 2009, a program that empowers girls with the tools to face friendship troubles head-on. Using simple-to-understand 'friendship facts' and other age-appropriate skills and language to enable kids to take control of their friendships, GirlPower and its counterpart for boys, GoodGuys, is getting results.
The program has been in high demand since she brought it to Australia several years ago, so Dana, her husband and their two children, seven and four, relocated to Sydney in January 2017 to roll the programs out to primary school children across the country. We asked her to bring her in-real-life bully management expertise to the issue of digital friendship conflict.
In what ways do anti-social playground/classroom behaviours migrate to the cyber dimension?
One of the biggest things we're trying to teach children is that conflict is a normal part of a friendship. Friendship Fact #1: No friendship (or relationship) is perfect. Once they understand and embrace conflict (realising they can put out their Friendship Fires™, as we call them), they are less likely to engage in stereotypical behaviours – which are ultimately all linked to conflict avoidance. This natural urge to avoid conflict is reinforced when children are told by adults to, "Just ignore them!" What happens is, they have to put out the Fire somehow, so they choose unhealthy ways to essentially make themselves feel better.
In the cyber dimension, it's very easy to 'avoid' conflict (i.e. not face it directly) while still trying to make themselves feel better. So, a passive-aggressive text message…or they don't tag that friend in an Instagram photo…or they share a Snap with everyone but that person they're mad at. All of these are subtle ways to reinforce an unhealthy urge to avoid conflict.
Does the process happen in reverse? That is, do some Friendship Fires arise first on social media and then make their way to the playground?
Absolutely. Children's online worlds are a big part of their social experience and hurt feelings, exclusion, gossip, 'The Silent Treatment'…all of these behaviours (referred to as 'relational aggression') happen on social media platforms all the time.
What are the most common friendship challenges in the online domain?
One of the biggest problems is that non-verbal communication (i.e. body language), which accounts for 80 to 90 percent of how we interpret the world around us, is removed from the online experience. We're left to make assumptions. Because of this, misinterpretations and misunderstandings happen all the time. Judgements are based on limited information. Tweens are susceptible to misinterpretation of that missing link, given their social-emotional competence (or lack of it).
Some kids who are eight to 12 years old are still learning how to read and write and sometimes it's as simple as that – a spelling mistake or a misplaced word. Simply put, they're too young. We use this example in our workshops: When your friend tells you something surprising, you might say, "Shut up!" You've got a smile on your face and you say it jovially, so your friend knows what you're really saying is, "Wow! Are you serious? That's amazing!" When you simply type those two words, removing body language and tone of voice, your friend may picture you with your eyebrows furrowed in a grumpy, annoyed tone.
One time a girl actually said in a workshop, "That happened to my Mum! She texted her friend and her friend texted back, 'Isn't that convenient!' My mum thought she meant it in a negative way, so she asked her friend about it and she actually meant it in a positive tone." I thought it was really great that her mum had shared that story with her.
Can children use the in-real-life solutions from your programs in their social media networks?
We define conflict in two categories: Normal conflict (which we call Friendship Fires) and Mean-on-Purpose behaviour. A Friendship Fire, a situation between you and a friend that results in negative feelings is very different from a situation where someone is intentionally trying to hurt you.
For Friendship Fires: We teach kids that Friendship Fires should never be dealt with online (they should always be put out face-to-face) and you should never type something you wouldn't say to their face. If a friend tries to engage in a Friendship Fire through text, for instance, here's what we'd recommend: keep it short and simple. Don't engage in a conversation over text and simply type, "I really care about our friendship. Let's chat in person! K?" If they're not ready to talk in person, just give them time and say, "No worries! Lemme know when ur ready to chat." Throw in a heart emoji or frog – something to lighten the mood and let them know you're aiming to resolve the issue and that you care about your relationship with them.
For mean-on-purpose behaviour: In our workshops, we teach children to say a Quick Comeback (a short statement) in a strong, sharp voice, when they hear or see Mean-on-Purpose behaviour, then walk away and report the behaviour to an adult. Online, we'd encourage them to also screenshot the behaviour and report it. They can type their Quick Comeback (e.g. "Not cool!"), but ensure they metaphorically walk away by leaving the conversation or blocking the person.
We use an example in our workshops called 'The Case of the Too Cool for School': Your teacher announces a poetry contest that you're super excited about, so you sign up. A classmate looks at you and says, "Anyone who likes poetry is a loser!"
A kid showed me their Instagram profile where an older student had posted hate-filled comments under every photo. "Ugly hair!" was one, with lots of profanity. Another kid got a text that said, "I like big butts." The other kid responded, "What?" The kid texted back, "Ya, like your big butt." Kids don't consider how their words transfer and think they're being funny. I've heard of too many parents getting involved – reading their kids' text messages, taking offence to what the other child texted, and calling the other child. This is highly discouraged!
You note that there are three participants in antisocial behaviour: the victim, the perpetrator, and the bystander. What can the bystander do to diffuse it?
For Friendship Fires: In URSTRONG we talk about a Friendship Sandwich, when you feel caught in the middle of two people who are having a Friendship Fire. The goal of a bystander is to not get caught in the sandwich because it's sticky and messy in there! Instead, they can stand up for their friend (e.g. "I think Sophie's project is awesome!") or say, "I'm not getting in the middle!" and immediately change the topic.
If this happens online – say, when someone uses a text to try to engage you in gossip about someone else, type "I'm not getting in the middle. Anyways, have you heard that new Ed Sheeran song?" This is what being a Friendship Ninja is all about: quick, savvy responses to keep things in the healthy zone.
For mean-on-purpose behaviour: We encourage bystanders to stand up to Mean-on-Purpose behaviour in the same way the victim does.
In the time since you founded URSTRONG, and as our children become ever more digitally connected, what changes are you witnessing in the friendship landscape? Are friendship difficulties occurring younger? Or does each incidence of anti-social behaviour typically involve a group dynamic?
Wow, this is such a great question because the answer is YES. With our first ever GirlPower sessions, back in 2009, my students didn't even have mobile phones. We certainly didn't have 'The Case of the Instagram Instadrama', one of the scenarios we discuss in our workshop, back then! There are a lot of benefits to the online world: kids are safer, they can connect with their parents more easily, they're learning more, they can feel they are part of a group, and can stay in touch with friends from all over the world. That said, technology has made friendships more complex.
However, there is one common theme in friendship that has definitely stayed the same, kids want to be liked and to get along. When children learn to manage conflict and it becomes part of their core, it fundamentally shifts our culture to a place of kindness and respect.
Inappropriate text messages, unkind Instagram posts, emotionally charged emails…these behaviours become a thing of the past because children (who then become adults) are master conflict-resolvers, not conflict avoiders. True blue Friendship Ninjas!
Article published by the Editor of Child Magazines:
www.childmags.com.au
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