• You Can Do It

     You Can Do It! Education

    You Can Do It! education’s main purpose is to support communities, schools and homes in a collective effort to optimise the social, emotional, and academic outcomes for all young people.

    Its unique contribution is in identifying the social and emotional capabilities that all young people need to acquire in order to be successful in school, experience wellbeing, and have positive relationships including making contributions to others and the community (good citizenship).


    YCDI’s mission is to realise, through the following beliefs and actions:

    • the building of social, emotional, and motivational capacity of young people rather than on their problems and deficits.
    • the encouragment of prevention, promotion, and intervention efforts (school, home and community) in order to build the social and emotional strengths of young people.
    • the development of a strength-building approach, where YCDI seeks to build the capabilities of adults (community, school, home) associated with positive outcomes in young people.


    The 5 Keys of YCDI! Education
    Our core purpose is the development of young people’s social and emotional capabilities, including:

    1. Confidence (academic, social)
    2. Persistence
    3. Organisation
    4. Getting Along, and
    5. Resilience.

    Central to the development of these 5 Key Foundations is instilling in young people 12 Habits of the Mind, including:

    1. 1.  Accepting Myself
    2. 2.  Taking Risks
    3. 3.  Being Independent
    4. 4.  I Can Do It
    5. 5.  Giving Effort
    6. 6.  Working Tough
    7. 7.  Setting Goals
    8. 8.  Planning My Time
    9. 9.  Being Tolerant of Others
    10. 10.Thinking First
    11. 11.Playingby the Rules, and
    12. 12.Social Responsibility


    This last point includes the values of Caring, Doing Your Best, Freedom,Honesty, Integrity, Respect, Responsibility,Understanding, Tolerance, and Inclusion.


    Included in our core purpose is the elimination of social and emotional difficulties and disabilities (“Blockers”) that constitute barriers to young people’s learning and well-being, including:

    • 1.  Feeling Very Worried
    • 2.  Feeling Very Down
    • 3.  Procrastination
    • 4.  Not Paying Attention or Disturbing Others, and
    • 5.  Feeling Very Angry or Misbehaving.


    YCDI is deliberate in restructuring negative Habits of the Mind that give rise to these Blockers and in the explicit teaching of alternative positive Habits of the Mind.

     This approach includes positive, caring relationships with young people.

     However, it is clear that in order to change the developmental trajectory of young people with poor mental health (emotional, social and behavioural challenges) and learning outcomes and to accelerate their social and emotional development, it is vital that schools, homes and communities be transformed so that the responsibility for supporting and educating, including quality social and emotional learning experiences and caring relationships, is shared throughout the community.

    • Assessment & Reporting


      Saint Joseph’s Catholic Primary School believes that the child should be the central focus of all teaching and learning.

      Teaching and Learning

      The teaching and learning process at Saint Joseph’s is integral to the success of individual students.  Quality teaching and learning is enhanced through ongoing professional development, the review of planning documentation and the implementation of detailed scope and sequence documents in accordance with the Lismore Diocese and State and Federal legislation.


      Assessment at Saint Joseph’s is ongoing and takes many forms.  Assessment is conducted with the specific purpose of measuring a student’s attainment of specific skills and outcomes.  Assessment results are analysed and used in the development and planning of future learning experiences.


      Report Cards

      Formal report cards are issued twice each year to parents of K-6 students regarding their learning achievement in all subjects.  At St Joseph’s reports are written in accordance with Commonwealth requirements as described in “Schools Assistance Learning Together – Achievements through Choice and Opportunity” Regulations 2005.

      Student reports, except those for Kindergarten students, report individual student learning achievement according to the A-E Common Grade Scale (CGS) below. This Common Grade Scale is to be reproduced on the report card. Please note that it is not mandatory to award A-E for individual strands or units of work.







      The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.






      The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.






      The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.






      The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.






      The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.


      The performance of the individual student relative to the rest of the cohort is made available to parents via the Principal upon request. This will be done by indicating the number of students in the cohort that have performed at each of the achievement levels.

      Kindergarten Student Portfolios


      The kindergarten portfolio is a source of student work samples and evidence of student achievement in their first year of primary school. The portfolio is assembled over the course of the year and contains assessment pieces and provides evidence of the achievement of outcomes.  A student portfolio is sent home with each kindergarten child at the conclusion of each semester along with the formal end of semester report card..

      • The portfolio is kept in a printed display folder in the child’s classroom




      Standardised tests are completed by all students in Literacy and Numeracy each semester.  The standardised tests support the GO maths program and provide teachers with data in relation to student achievement in mathematics outcomes.




      The national tests will assess student achievement in literacy and numeracy in much the same way as they have been done in the past. Students will be familiar with the test formats and the type of questions they have to answer.

      The main difference is that all students at Years 3, 5, 7 and 9 in schools across Australia will be doing the same tests on the same days.

      Students will have their skills assessed in numeracy, reading, writing, spelling, punctuation and grammar.

      National tests will provide information on how students are progressing against national benchmarks and support improvements in teaching and learning.

      Literacy includes:

      • Reading
      • Writing
      • Language Conventions (which comprises spelling, grammar and punctuation).

      Numeracy comprises:

      • Working Mathematically
      • Number
      • Algebra, function and pattern
      • Space
      • Measurement, chance and data

      Parent Communication

      Parent teacher interviews are conducted by all teachers in term 1 & 3.  Parents are able to request an interview with teachers at any stage throughout the year and may be required to attend an interview at the teacher’s request.  Parents of students with special needs will attend an Individual Education Program meeting each year to discuss individual goals.

      Assessment Modification

      Assessment tasks may need to be modified in order to cater for the needs of specific students. 

      • Section 3

        • Section 4

          • Section 5

            • Section 6

              • Section 7

                • Section 8

                  • Section 9

                    • Section 10

                      • Section 11

                        • Section 12

                          • Section 13

                            • Section 14

                              • Section 15