Newton Moore Senior High School
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Hotchin Street
South Bunbury WA 6230

Phone: 08 9722 2400

2 June 2016

Newsletter Articles

Principal’s Address

Principal’s Message

With the school’s Semester One examination period coming to an end, our Year 10, 11 and 12 students will soon be receiving feedback on their performance. The mental picture of a teacher walking up and down the classroom handing back students’ papers whilst individuals quickly search for the red writing often found in the top right corner of the front page – the result - would be familiar to most people. The result is an important summary of performance and provides valuable information about past learning, although it must be noted that future learning is informed by the mistakes made. I encourage all parents and students to pay attention to the result but also to look well beyond it.

We have all heard sayings such as “You’re not learning unless you are making mistakes” or “We learn from failure, not from success”. Despite such a large amount of literature about the positivity of making mistakes, too many students struggle to see past a disappointing result. It is important to note that a disappointing result in their eyes is often still something to be celebrated but what is often lacking here is resilience.

Those people who cope well with problems and bounce back are said to be resilient. Resilient people value themselves (have a good sense of self-worth), have a realistic idea of their control over themselves and situations (a sense of control), have good relationships with others and feel part of a community or group (a sense of belonging), have a driving force (a sense of purpose), and are optimistic and enthusiastic about their future (a sense of future).

Promoting resilience in children is not a single event but a continuous process that requires adults to be supportive and empathetic when things don’t go their way. Promoting resilience makes best use of opportunities to eliminate negative thought patterns such as those below.

Negative Thought

Positive approach


Don’t put yourself down when something bad happens.

Needing to be perfect:

Mistakes are normal along the road of success. It doesn’t have to be perfect.

Needing approval:

Don’t be too worried about what others think of you. Be the best you.

I can’t be bothered:

Doing things you don’t like to do is the key to your success.

Being intolerant of others:

Don’t judge people; find out more about them.

For more information on how to build resilience visit:

Kylie Cattaway
Newton Moore SHS

Up and Coming Dates

6th June

Public Holiday

7 June

Year 11-12 Tuart College Exams

9-11 June

Languages/HASS Camp

10 June

Girls Academy Sports Clinic Djidi Djidi

15 June

Clontarf Jnr and Snr Indoor Cricket Clinic

15 June

Interschool Cross Country

17 June

Clontarf Seniors Primary Clinic

20th June – 1st July

Year 10 Course Counselling Interviews

Deputy Principals Update

Positive Behaviour Support Team – Expression of interest for parent representative

Positive Behaviour Support (PBS) refers to a framework of practices and systems for establishing and developing the school culture, teaching and learning environments and behaviour supports. The focus is a proactive and educative approach to behaviour, rather than one that is reactive and punitive.

There are six essential elements:

  • School-wide behaviour expectations.
  • Direct instruction in positive behaviour expectations.
  • High levels of positive reinforcement
  • Predictable consequences for inappropriate behaviour enforced consistently and fairly.
  • Preventative strategies to reduce likelihood of inappropriate behaviour
  • Use of data to plan, evaluate and improve outcomes.

At our School Development Day at the start of term, all staff participated in a Positive Behaviour Support Awareness Module to learn more about PBS. Results from a feedback survey indicated overwhelming support for PBS implementation at the school.

Our next step is to establish a school-based PBS team. The team consists of 10 staff including the Principal and a parent representative. The team will be involved in two training days at the start of Term 3 and meet fortnightly.

The team will:

  • Embed PBS initiatives into school systems and structures.
  • Establish a system for using behavioural data.
  • Analyse and use data to guide further implementation of behaviour supports.
  • Support the teaching of school-wide positive behaviour expectations and procedures.
  • Develop and improve systems for reinforcing positive behaviour and consistent consequences for inappropriate behaviour.
  • Support staff with effective instruction and classroom management.

If you are interested in being a member of the PBS team or have any queries please contact Damian Croxford, Deputy Principal at the school.

Student Services Update

Positive behaviour Reward System

Our school is currently implementing a positive behaviour reward system for Years 7 to 9 to promote the school values of being prepared and courteous and respecting other people’s rights and property. ‘Knight Points’ are being issued to students as they display commitment to these values. Points are submitted to Student Services and are entered into the prize draws on the "prize wheel" spun every week during year meetings. Knight Points are designed with a perforated slip so students can take these home and let parents know they have received this acknowledgement of behaving well.

Year 7 Diary Tips

Reducing Stress/ Tense Feelings

There will be times in all students’ school careers where they experience stress and tense feelings.

  • recognising early warning signals enables parents and teachers to intervene to support them
  • conversations around creating and actioning positive coping strategies to reduce anxiety are effective reducers
  • asking them what things they can start doing for their family of top strengths is a proactive approach

Triggers which may become stressors include:

  • heavy study and learning workload
  • overly high expectations of themselves and from others
  • striving to be “too” perfect and obsessed with detail
  • lacking organisational skills
  • peer group problems and pressure
  • social networking harassment

While these situations are undesirable, the reality is that they will occur from time to time

  • the key is not letting them intensify into stronger emotions and more serious mental health issues
  • the most effective way to build students’ social-emotional resilience is to teach them how to develop their own positive self-calming strategies.

Stress Warning Signals fall into three main categories:

  • physical – trembling, headaches, skin disorders, dizziness, stomach aches, tiredness.
  • emotional – anxiety, temperamental, lack of interest, loss of self esteem.
  • behavioural – disturbed sleeping patterns, forgetfulness, abnormal eating habits, withdrawal, easily distracted.

“One may have good eyes yet see nothing.”

Learning Support Coordinator


At Newton Moore there are a small group of students who have Dyslexia and there are also some students who exhibit characteristics similar to that of someone with Dyslexia.

Dyslexia is a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

As indicated by Fletcher and colleagues (2007), this definition is considered to be inclusionary (as opposed to exclusionary) as it focuses on a key set of characteristics that aid in the identification of dyslexia, “…it specifies that people can be identified with dyslexia when they show problems with decoding single words accurately and fluently, and spell poorly” (pg. 104, Fletcher et. al. , 2007). (REFERENCE: FLETCHER, J. M., LYON, G. R., FUCHS, L. S., & BARNES, M. A. (2007). LEARNING DISABILITIES: FROM IDENTIFICATION TO INTERVENTION. NEW YORK: GUILFORD.)

If your child is Dyslexic or has some Dyslexic characteristics there are things that you can do at home to support them. Some of these include:

  • Encouraging your child to read aloud to you to improve their fluency.
  • Reading with your child to improve their reading accuracy.

Reading to your child and explaining the skills you use(d) (when learning to read) such as, decoding (breaking down the sounds in the word) and chunking (breaking the words down into sections to make it easier to read or seeing smaller, easy to read words in order to be able to read the entire word)

The link below (Dyslexia SPELD Foundation) is a useful site if you would like further information on Dyslexia and other learning disabilities:

School Nurse

5 Ways to Fight the Flu

  1. Consider gettinget the flu vaccine. It's the best way to protect yourself against the flu. Getting vaccinated doesn't just protect your own health. It also helps the people around you because there's less chance you'll catch the flu and pass it on.
  2. Wash your hands often. Hand washing is an important line of defense against germs like flu viruses. Wash your hands after using the toilet; after coughing or sneezing; before putting in or removing contact lenses; before using makeup; and before eating, serving, or preparing food. The great thing about hand washing is it's easy protection.
  3. Keep your distance if someone is sick (coughing, sneezing, etc.). Flu viruses travel through the air, so try to stay away from people who look sick. Of course, people who have the flu virus don't always look sick. Avoid touching your nose, eyes, and mouth — three places flu viruses can easily enter the body.
  4. Cough or sneeze into a tissue or your elbow — not into your hands. That way, you're not spreading the virus when you touch surfaces that other people may touch too.
  5. Get plenty of rest. Rest helps the body recover faster.

You also can fight the flu on a daily basis by keeping your immune system strong. Some great immune boosters are getting enough sleep, eating healthy foods (including five or more servings of fruits and veggies a day!), drinking plenty of fluids, and getting regular exercise.

Literacy Corner

Grammar Matters!

Welcome to the sixth instalment of Grammar Matters! At Newton Moore SHS we explicitly teach grammar and spelling rules to empower our students to be more confident, stronger writers.

How can parents help? Literacy Corner is a regular feature in which we roll out some of the basics we are covering in our Year 7 classes. You can talk to your child, help them understand and do simple exercises with them to ensure they understand. Contact your child’s English teacher or the English HOLA Lesley Stace at if you would like additional exercises for them to do at home.

Every word in our language is a “part of speech”.

Having a common language in our classrooms is important. We teach that there are NINE parts of speech. Last issue we started to get serious talking about verbs. There’s lots more to discuss about verbs…

5. VERBS (continued)

There are lots of forms of verbs:

Finite verbs – these work on their own. For example: The plane flew to Melbourne. I like cake.

Non-finite verbs – these can’t work by themselves. They need another word to help the verb make sense. For example, you wouldn’t say “I want eat.” In this case ‘want’ is a non-finite verb and we need to add a word for the sentence to make sense. “I want to eat.”

Auxilary verbs – sometimes the word that non-finite verbs need in order to make sense is another verb. For example: She playing hockey. This sentence needs another verb – known as an auxillary verb – such as “is” or “was”. She was playing hockey.

Verbs can be singular (when there is one subject) or plural (when there are two or more subjects). E.g. One dog chews a bone. Three dogs chew bones.

Verbs also show when something happens by using different tenses. There are three tenses:

Present tense: I play tennis. I am playing tennis.
Past tense: Shane played tennis yesterday. Shane was playing tennis yesterday.
Future tense: We will play tennis tomorrow.

Some more talk about sentences!

Of course all sentences must start with a CAPITAL LETTER and end with a FULL STOP, EXCLAMATION MARK or QUESTION MARK. What a challenge it is to persuade students to apply this consistently!!

Statements and questions are longer than commands and exclamations. They are made up of two parts, which are: the part that names, and the part that tells you more.

Next issue: the technical terms for “the part that names”, and “the part that tells you more”.

Sentence structure issues still challenge many of our students. Understanding these parts of speech and how they relate to sentences – which will become clearer in the next few issues – is at the heart of helping students overcome these issues.

Learning Areas


School Cross Country Results
















Aboriginal Education

Girls Academy


The Girls Academy and Clontarf were invited by Groovin the Moo (GTM) organisers to select students for their Work Experience Program.

Our Upper School students were selected based on excellent attendance, behaviour and the ability to meet tasks set. Once selected, the students were placed onto a variety of shifts. The first shift started on Thursday morning working backstage in the artists area. The second shift started early Saturday morning at staff registration. Not long after that our third shift started with about 30 other volunteers at U18 Wristbanding are. A little bit later our fourth shift started at the Headspace Information desk. Some of our crew went into relieve cloakroom and the signing tent. The opportunity allowed students to take part in a major music festival attracting 20, 000 people to the region.

The aim of participating in the Work Experience Program was to give our students the opportunity to work in an industry that is extremely difficult to get into.

The Work Experience Program wouldn’t have been possible without the support from our amazing supervisory team made up of five Academy staff as well our local community group SWAMS.

It ended up being a great day with all of the students finishing up by 10pm, with lots of smiles all round. The students who participated in the GTM Work Experience Program this year have a lot to be proud of. They excelled in their roles represented our school and Academies as true Newton Moore leaders.

Groovin The Moo
Groovin The Moo
Click images to enlarge

Sorry Day 26th May 2016

In 2008 then Prime Minister Kevin Rudd tabled a motion in Parliament apologising to Australia’s Indigenous people, particularly the Stolen Generations.

Over the last few weeks the Girls Academy made the nationally recognised Sorry Day flower a native hibiscus, during their recess and lunchtimes. On the 26th May many community organisations such as Centrelink Call, SWAMS, Jobs South West and Waratah were proud to wear the beautifully made flowers.

To commemorate Sorry Day, the Girls Academy provided flowers and resources to our teachers, watched the 2008 Apology during Form, invited friends and teachers into the Academy at Recess to listen to stories about our family histories and finished off the day by engaging in the story behind The Rabbit Proof Fence during lunch and Period 5.

National Sorry Day is a significant day for Aboriginal and Torres Strait Islander people and is an important part of Australia’s history. The Girls Academy supports and encourages everyone to commemorate this day with respect and remembrance.

Sorry Day
Sorry Day
Click images to enlarge

Specialist Programs

Science Horizons

Year 7 and 9 Newton Moore Science Horizons students shared their expert knowledge of
the wetlands with visiting Year 6 students from Bunbury Primary School. Other primary
schools have been enjoying science workshops in the laboratory.


NMSHS 50th Celebrations

Time capsules

One of the items on the agenda for the 50th Anniversary celebrations is to raise the time capsules. New ones will also be placed. The first time capsule was a stainless steel cylinder and contained the names of all the students, written in their own hand, names of teaching and ground staff, photographs, an original timetable and canteen menu. There were also copies of the school rules, school magazines, book list and a selection of exam papers. Three local newspapers were also included, along with the current Top 40 chart. It will be quite interesting to see what is included in the time capsules that will be buried in PVC cylinders, one for each year group, to recognise the 50th anniversary.

Newton Moore Senior High School
50th Year Celebration
Friday 21st October 2016
All past and present, students and staff are welcome.
Register here or check us out on Facebook

Community Notices