Veritas Term 1 Week 8

TERM 1 WEEK 8 #ExpectGreatThings@

Contents

3

FROM THE PRINCIPAL

Language Of Friendship

Kindy 2025 Interviews

Parking

21

SAFE SCHOOL FRAMEWORK

Conduct Statement 2

6

ASSISTANT PRINCIPALS’ CORNER

Holy Week

Parent Teacher Interviews

Project Compassion

12

CLASS NEWS

Kindy

Year 3

Year 6

Student Ministry

Health

Sport

Library

Music

23

COMMUNITY NEWS

Easter Raffle

Colour Run

P & F Family Survey

Save The Dates

From the Principal

Loving God

We thank you for your forgiveness this day. We thank you for your love that is with us every day. May we show this love to all we meet. Amen.

Dear Parents and Guardians,

Welcome to our Week 8 newsleUer.

As the last week of Lent begins, we warmly invite you to aUend our Holy Week liturgies next week. Holy Week is an important Yme in our Liturgical calendar and we would love to see you at these liturgies.

A big thank you to families who aUended the online Language of Friendship workshop last night. We hope that it gave you a valuable insight to the program so that you can support what is happening at school. For families that missed the session,URStrong has made the recording available. To view the recording: CLICK HERE

Password: #1Ninjas

Expiry: 28 March

I would like to congratulate our Year Three and Five students for the huge effort they put into compleYng their NAPLAN assessments this week. While the results will not be available to parents unYl early in Term Three, the early data the school receives will help support students.

Kindy 2025 Interviews will be taking place from the 29th April. Current families who have not yet completed an applicaYon for Kindy 2025 are encouraged to do so by Friday 22 March as interview leUers for applicaYons already received will be going out next week.

Please follow the parking signage around the school as City of Bayswater Rangers have been issuing fines for cars parking in the wrong areas. There is no parking on the grassed area around the school. We are also asking for your support in adhering to the parking permit only carpark which is for Pre Kindy, Kindy and Pre Primary parents only. If there is no parking around the school, please park in the Church carpark.

Due to the short term, our Parent MeeQngs will be held in week one next term. We are trialling a mixture of in person and phone meeYngs during the day so please read the informaYon about the parent meeYngs found later in the newsleUer.

As a school and P&F joint iniYaYve for our 70th Anniversary this year, we are creaYng a memorial garden. Current and past community members will be able to purchase a paver with their family names as a lasYng memory of their associaYon with our school. Please see the order form which is in the newsleUer and will be found online on our website.

Enjoy the last week of Term One.

Mel Allen Principal

Infant Jesus School is turning 70 this year and to commemorate we are creating an anniversary memorial involving current and past students, parents and staff. Purchase a personalised engraved paver (s) and it will be part of a bigger memorial that will be unveiled on Infant Jesus Day in Term Three.

Please read the information below, fill in the order form and make your payment Orders close Friday 10 May 2024.

Assistant Principal’s Corner

Holy Week

This year Holy Week takes place during the last week of this term. It is the most significant week of the Church year and commemorates the last days of the life of Jesus by focusing on Palm Sunday, Holy Thursday, Good Friday, Holy Saturday and Easter Sunday.

Palm Sunday is the final Sunday of Lent and the beginning of Holy Week. It commemorates the triumphant arrival of Jesus in Jerusalem, days before Good Friday.

Holy Thursday commemorates the Last Supper of Jesus, when he got up from the table and washed the feet of his disciples and shared the Eucharist for the first Yme before he was arrested. At this Yme Jesus asked his followers to celebrate the Eucharist in his memory.

Good Friday solemnly commemorates the Passion and crucifixion of Jesus. From the earliest days of ChrisYanity, Mass has not been celebrated on Good Friday. People experience what it is like to be without Jesus from the Mass of the Last Supper unYl the Easter Vigil Mass on Holy Saturday. During Good Friday people may pray the StaYons of the Cross to reflect on Jesus’ journey on this day.

Holy Saturday evening marks the beginning of the celebraYon of the resurrecYon of Jesus. The Mass on Holy Saturday evening is a joy-filled celebraYon of the ResurrecYon of Jesus. During the Mass Jesus’ followers are reminded that Jesus is the light and that they are called to share his light and bring the light of Jesus to others through their words and acYons.

Easter, the feast of the resurrecYon is the greatest celebraYon of the ChrisYan Church and is the most important occasion in the Church year. At Easter, the Church celebrates the new life given to us in Jesus’ death and resurrecYon. The resurrecYon is the reason for our faith, hope and courage. Through the resurrecYon of Jesus, we know that we, one day, will rise to new life, too.

Holy Week ReflecQons

During the last week of this term, we will be gathering in the School Hall each morning at 8.45am to reflect on

Holy Week, the message of Jesus and the significance of this week for us and our lives today.

The students will parYcipate in the Sta$ons of the Cross on Thursday 28th March commencing at 2:00pm in the School Hall.

Parents are welcome to be present for the StaYons on Thursday, but are asked to remember that this will be a very prayerful and solemn occasion as we remember the Passion of Christ. Students will be involved in dramaYsing the StaYons of the Cross, but it is not a performance.

As this is the highlight of the ChrisYan year, we encourage all families to parYcipate in parish acYviYes for Palm Sunday, Holy Week and Easter.

Parent Teacher Interviews

During Week One of next term, parents will have the opportunity to meet with their child/ren’s teachers to discuss their progress so far this year.

In line with the new EBA and Teacher Workloads Policy the process will be slightly different this year. We believe that this new system will beUer assist all parents book a suitable Yme to discuss their child's progress with their classroom teachers.

Please note that with a designated day for teachers to have their interviews - As a parent your job is to book a scheduled interview using the booking system. You can either choose a face-to-face, or telephone interview. These days have been scheduled on the school calendar already - Year 5&6 (15 April) Year 3&4 (16 April) K&PP (17 April) Year 1&2 (18 April).

This year we will conYnue to use Parent Teacher Online (PTO), a web-based and app based online booking system for Parent Teacher meeYngs. We know that it will save parents Yme and is quite easy to use. Using this system, you will be able to book the interview Ymes that suit you best from any internet-connected computer.

PTO will became acQve for parents to book appointments from Friday 22 March at 9:00am. hUps://www.infantjesus.wa.edu.au/pto/. Also note that interviews Ymes can only be booked/changed up to one day before the interview so that teachers have adequate Yme to prepare for the interview.

Project Compassion

WriUen by Michael McGirr

We see images of the cross everywhere, from school uniforms to hospital buildings. Perhaps it is so commonplace that it doesn’t stop us in our tracks the way it should. The cross of Jesus is the best key we have for understanding the mystery of God’s love. God’s compassion for the human family took Jesus to a lonely and brutal execuYon. Jesus was the vicYm of appalling injusYce and degradaYon. His experience asks us to try to make the world more just and to revere the dignity of every person. ‘Whatsoever you do to the least of my sisters and brothers, you do to me.’ This is part of the reason why Project Compassion has, for 60 years, been part of our Lenten observance.

This year, Holy Week begins with the reading of the passion story from Mark’s Gospel. Even in busy lives, we should try to set Yme aside to spend with this extraordinary story, not to rush it. Gently take a liUle at a Yme and ask for the grace to be close to Jesus. In the Spiritual Exercises, St IgnaYus asks us ‘to consider how the divinity hides itself.’

One way to spend Yme with the passion story is to take a different character each week and quietly ponder what it looked like to them and what they may have felt. Here is a suggesYon:

· Sunday – Judas Iscariot

· Monday – Simon Peter

· Tuesday – The high priest

· Wednesday – PonYus Pilate

· Thursday – Simon of Cyrene

· Friday – The centurion

· Saturday – Mary of Magdala

Let us remember a beauYful prayer of just seven words that was taught to Pope Francis by his grandmother: Jesus, make my heart more like yours .

As Project Compassion 2024 comes to an end, we want to thank you for your incredibly generous support throughout Lent. This year, we shared with you the story of three inspiring women from across the globe, who overcame challenges to complete their educaYon, access water and find secure employment. With the support of compassionate people like you, they are now forging a path to a beUer future for their families and their communiYes. There is sYll Yme to donate! Together, we can help vulnerable communiYes face their challenges today and build a beUer tomorrow, for all future generaYons.

Please donate to Project Compassion

You can donate through Project Compassion donaYon boxes and envelopes available from your parish, by

visiYng caritas.org.au/project-compassion or by calling 1800 024 413.

Project Compassion Fundraisers

This year we have had an amazing year of fundraising acYviYes for Project Compassion. We have conYnued to excel at supporYng children across the globe through the works of Project Compassion.

We have had fun days with, lollies, crazy socks, zooper doopers, bring your favourite toy to school and tea cup biscuits, just to name a few ways, in which we have raised money for children and communiYes around our world. The Lenten promise of almsgiving has definitely been a focus for the children at Infant Jesus School.

Have a look at how amazing our fundraisers have been for 2024! Thank you to all our students (and parents) for supporYng these many fun acYviYes to raise money for Project Compassion.

We have raised $2552.80 so far this year for Project Compassion. What an amazing achievement!

Share Your Memory Infant Jesus School

Infant Jesus School has a rich history stretching back to 1954 and in 2024 we will be celebrating a milestone of 70 years. Throughout that time many colourful and lively characters have walked the grounds and shared our classrooms. It is those memories and stories which have shaped the community we are today.

We are inviting you to share your favourite or lasting memory of your time at Infant Jesus School. Please submit your story and image/s by completing the form https://forms.office.com/r/ yysH4BJ932

Whether you are a current student, past student, parent, teacher or friend of the school we want to hear from you. A selection of stories will be featured throughout 2024 as we celebrate 70 years as a school.

Soundwaves Spelling Program - Term 1 2024

This year we will conYnue to be working in partnership to assist children in learning phonics/ sounds during 2024.

Week 3 -

The sound ‘b’ is most frequently represented by the grapheme /b/ (e.g ball, table, web)

The grapheme /bb/ is seen in the middle of words, aser short vowel sounds (e.g. rabbit, cabbage)

The grapheme /pb/ is an unusual way to represent (e.g. cupboard, raspberry)

Week 4 - Unit 2

The sound ‘a’ is used at the start and in the middle of words, but never at the end of words (e.g. apple, black)

When the leUer ‘a’ is before the sound m, n or ng it sounds slightly different than when it is before other consonant phonemes. You can say pan and pat to hear the difference.

The sound ‘a’ is almost always represented by the grapheme ‘a’ with very few excepYons (e.g. salmon, plait, meringue

Week 5 -

We usually use ‘k’ for aser all other vowel sounds at the end of single-syllable words (e.g. soak, cheek, book, dark, fork) (Helpful hint)

We osen use ‘k’ before ‘e’ or ‘i’ (e.g. keep, keUle, kiss, king, skip). Before other leUers, we osen use ‘c’ (e.g. cup, cost, clap, call, card) (Helpful hint)

We usually use ‘c’ for before (e.g. clock, clean). We usually use ‘c’ for before (e.g. cry, crash) (Helpful hint)

We usually use ‘c’ at the end of words with more than one syllable (e.g. public, music, garlic, traffic, electric) (Helpful hint)

We usually use ‘q’ and ‘u’ for (e.g. quit, queen, quack, squid, squash) (Helpful hint)

We usually use ‘ck’ for aser short vowel sounds at the end of single-syllable words (e.g. back, check, kick, sock, luck)

We can use ‘x’ for the two sounds (e.g. six, box, wax, next, sixty) (Helpful hint). The grapheme ‘x’ can also represent only (e.g. excel, except)

Week 6 -

‘E’ is used at the start and in the middle of words, but never at the end of words (e.g. effort, leUuce)

The grapheme ‘ea’ for is used in a small percentage of words (e.g. head, ready, weather)

The grapheme ‘ai’ is an unusual way to represent (e.g. said, again)

The grapheme ‘ie’ in the word ‘friend’ is an unusual way to represent ‘E’.

Week 7 -

‘D’ is most frequently represented by the grapheme ‘d’ (e.g. dog, garden, head)

The grapheme ‘dd’ for is seen in the middle of words, aser short vowel sound (e.g. paddle, ladder)

The suffix ed can represent (e.g. called, helped or wanted)

Week 8 -

‘I’ is used at the start and in the middle of words, but never at the end of words (e.g. it, quick)

The grapheme ‘y’ can represent (e.g. syrup, myth). Words containing ‘y’ and ‘I’ usually originate from Greek.

The grapheme ‘o’ in the word women is an unusual way to represent ‘I’

The grapheme ‘’ is an unusual way to represent ‘I’ (e.g. preUy, English)

Week 9 -

f, ff, ph is most frequently represented by f (eg. fun, aser, leaf).

We usually use ff aser short vowel sounds at the end of single-syllable words (eg. off, puff).

ph can represent f, ff, ph (eg. phone, graph). Words containing ph for f, ff, pf are usually originate from Greek.

gh represents f, ff, ph in a small set of words, usually at the end of words (eg. laugh, enough).

A reminder – all students from Year 1 to Year 6 are able to log into Sound Waves with their class code. Class codes are available from classroom teachers.

Soiretheblate

ONEBIG/zA VOICE

OBVCONCERT

Ourschoolisperformingatthe RACArenaon

Thursday,22August. Concert12noon

A world full of shapes

During the last few weeks in Kindergarten, we have been focusing on idenYfying and sorYng two-dimensional shapes. The shapes we have focused on were: circle, square, rectangle, triangle, oval and rhombus.

In class we’ve explored these shapes through various sorYng tasks; embarked on shape hunts in the outdoors; used a collecYon of these shapes to create pictures and more.

Year Three A Week In Year Three

Life in Year Three is never dull. Students have been busy creaYng interacYve quizzes using Keynote to test others on their knowledge of peripheral devices and their uses.

Not to menYon learning all about the colour wheel and colour gradients to complete some marvellously creaYve ‘Dragon Eyes’.

Scheduling our Y me is also important, in MathemaYcs we have been learning all about Yme.

And as we draw close to the end of a busy term we have started to read all about the disgusYng Twits!

Year Six

Empowering Year Six Leaders : Unleashing the Power of the Holy Spirit!

In an inspiring journey towards leadership, our Year Six students recently embarked on a transformaYve experience with 24-7 School Ministries. Encouraged to channel the Fruits of the Holy Spirit, these young leaders embraced the day of faith, leadership, and the awe-inspiring qualiYes of superheroes.

With Jesus as the ulYmate role model, the Year Six leaders explored the virtues of love, joy, peace, paYence, kindness, goodness, faithfulness, gentleness, and self-control. Through engaging discussions and interacYve acYviYes, the students learned to harness these spiritual fruits to guide them in their leadership roles.

What made this experience relaYve was the integraYon of Marvel Superheroes illustraYng the qualiYes of effecYve leadership. By drawing parallels between the heroic qualiYes of these characters and the teachings of Jesus, our young leaders discovered how to demonstrate courage, compassion, and resilience in their everyday lives.

Throughout the program, the students had a blast learning from the ulYmate superhero and leader, Jesus. His teachings served as a guiding light. The combinaYon of faith, superhero symbolism, and prac Y cal leadership skills created a dynamic learning environment.

The infant Jesus School thanks the team from 24:7 School Ministries for their paYence and guidance during the retreat day. Here's to a year ahead filled with compassionate, resilient, and empowered leaders!

Student Ministry News

ChrisQan Service Ministry

The ChrisYan Service Ministry had their first meeYng this week. We plan to serve Christ by looking aser people in

Public RelaQons Ministry

Parents, teachers and students, we are the new Public RelaYons ministry of 2024. Our role as Year Six Leaders is to do public speaking at assemblies, we also speak or perform at important events at our school. We will also put the flags up every morning. The Public RelaYons Ministry will be looking forward to all the work there is to come, we can’t wait to lead assemblies with most of the school community there! Our expectaYons of ourselves will be to

Student Ministry News

Sustainability Ministry

Introducing the Sustainability Ministry. These people are in the Sustainability Ministry: Danny, Eloise, Mia B, Mia W, Jackson, Evelina, Chrissa, Angel, Jacob, Alfred, Orlando and Briella. The Sustainability Ministry’s aim is to help keep the school community safe, clean and healthy. Our ministry slogan is RRR (Reduce Reuse Recycle). We encourage students not to waste water, to stop liUering and reduce waste and to recycle plasYc.

On Friday 22 March, Earth Day will be recognised at school. On this day we will promote ways to care for our earth by being mindful of how we look aser our school environment. We look forward to your support.

Media Ministry

Year 3

Health

The Year Three students parYcipated in a fun, live and interacYve virtual lesson with Karla, a counsellor from Kids Helpline. Our students learnt about what Kids Helpline is, why they would contact Kids Helpline and how to contact Kids Helpline, by calling 1800 55 1800 or going on kidshelpline.com.au. Our students learnt that Kids Helpline is a safe place to share thoughts and feeling and is available 24/7.

Year 4

The Year Four students also parYcipated in a virtual lesson with a Tabatha from Kids Helpline about resilience. They learnt about persisYng through challenges, posiYve thinking and seeking help. Students now know how to catch, check and change those negaYve thoughts into posiYve thinking.

Year 5

The Year Five students have learnt about individual and community level preventaYve health measures that promote sun safety. Students invesYgated the Infant Jesus sun safety policy and found that the school provides some sun safety prevenYon measures, such as having 50+ sunscreen in the classroom and ‘no hat, play in the shade’ policy. Student have also played with UV changing beads, turning the invisible ultraviolet radiaYon into something visible.

Year 6

The Year Six students have explored their personal idenYty and how people in their lives are influencers on who they are today and the decisions they have made. Students are currently comparing their physical acYvity levels to the Government’s physical acYvity recommendaYons. Students will make a physical acYvity goal so that they can make sure they are gexng the health benefits of physical acYvity.

Sport

Pre-Primary

The Pre-Primary students had fun jumping and balancing their way through Term One. Key fundamental skills, such as balance and jump have been explored across a range of games to build confidence in their movement ability. Students parYcularly liked the games, ‘Beanbag Balances’, where they balanced the beanbag on different body parts and ‘Jump Jump’, where they jumped and hopped towards the teacher before running away when the magic word was said.

Year 1

Run, overarm throw and underarm throw have been the fundamental movement skills that the Year One students have pracYsed and developed in Term One. Students had fun running away from aliens in ‘Blast off’ and worked together to diffuse the sYnk bombs by overarm throwing the balls at them, in the game ‘Hoop EliminaYon’.

Year 2

The Year Two students have applied the fundamental movement skills of jump, underarm throw and overarm throw in many game situaYons. Students parYcularly liked to play Wicked Witch (Locomotor), with students jumping away from the wicked witch, and ‘BaUleships’ where students threw the ball at their opponents ships to try and sink them.

Year 3

The Year Three students had fun climbing and jumping over obstacles and deciding the best path forward. Students made obstacle courses for their peers and also completed the Adventure Playground Obstacle Course. In the second half of the term, students pracYsed and refined their underarm throwing, overarm throwing and catching skills in mini cricket games.

With Mrs Le Coultre

Help Required

The library is in need of parent volunteers to help cover decodable book resources for students. There are over 700 books to be covered. If any person has some Yme available for covering, it would be greatly appreciated. Please contact Jennifer Le Coultre in the library.

Why Is It Important to Read to Your Child?

Parents hear all the Yme that it’s important to read to kids. But why exactly is that? The benefits of reading together go far beyond learning to read.

Reading to young children is an important way to help them build language skills. It exposes them to new words and ways of using language. It also helps them learn general informaYon about the world, which makes it easier for them to learn about new subjects once they get to school.

Books also help children build empathy and learn how to handle challenging feelings. Parents can use reading Yme as a chance to talk about emoYons and how to cope with them. For example, you might say: “Have you ever felt as angry as the girl in this book? What would you do if you did?”

Even a few minutes of reading together gives you and your child a chance to slow down and connect with each other. And the sensory experience of sixng with you and hearing your voice also engages their brain in a way that makes learning easier.

There’s no one right way to read to your child. You can read to them in any language, or mulYple languages. You can do it at the same Yme every day or change up the rouYne. Your child doesn’t even need to be sixng with you — just sixng nearby with a book while they play can be a way to connect. The important thing is for your child to hear words and language and to have books be part of their daily life. Any steps you’re able to take can make a big difference.

hips://childmind.org/arQcle/why-is-it-important-to-read-to-your-child/

Music Choir News

The beauYful Choir students had a roaring start as they sang for their first family mass last week. We have been busy preparing songs for Harmony Day, Anzac Day and currently, One Big Voice.

In Music, all the students have been busy playing on various instruments from the boomwhackers, shakers, tambourines to the Ukuleles, to reinforce new rhythms they have learn and revisit song they are familiar with. They also love singing to the chants and have been enjoying the movement based acYviYes in the classroom.

If your child is playing an instrument fluently and is interested to perform in the Catholic Performing Arts, please contact the Ms Carroll for more informaYon.

Safe School FrameworkCode of Conduct

Conduct Statement 2: You give priority to students’ safety and well-being in all your behaviour and decision making.

Guidelines

1. You accept that you and all adults have individual and joint responsibility for the safety and well- being of students

2. You ensure the safety and well-being of students are the primary focus of your acYons and decisions and take precedence over any other consideraYons including the reputaYon of the school and your own needs.

3. You support the safety, health and well-being of each student, promoYng and supporYng decisions and behaviour that contribute to the student’s self-confidence, safety and wellbeing.

4. You do not behave in any way that risks creaYng ambiguity about whether you are acYng in the best interests of a student.

5. You respec}ully communicate in plain language and in a way the student and those supporYng their educaYon can understand so they may fully parYcipate in that educaYon

6. You support informed decision making by advising the student as appropriate and those supporYng their educaYon about educaYon opYons, and assist the student and their supporters to make informed decisions about that educaYon.

7. You endeavour to ensure the voice of the student is heard as appropriate, taking into account age and circumstances.

8. You seek out, welcome, and learn from informaYon relevant to the safety and well-being of students in any form, including advice, disclosures, complaints, criYcisms, feedback and performance reviews. You look for opportuniYes to engage in formal and informal group and self-reflecYon and professional development about your own and others’ decisions so that you and the school can learn and conYnuously improve.

9. You recognise that all informaYon about students collected by school staff is done so on behalf of the Principal and for the benefit of the student. Therefore, all informaYon is disclosed to and accessible by all who have a need to know it in order to support the educaYon, safety and well-being of the student.

10. You respec}ully advocate for the safety and well-being of students above all other consideraYons.

11. You recognise the importance that students’ educaYon conYnues without interrupYon or disturbance.

12. You disclose to the Principal any informaYon that a reasonable person would recognise may be relevant to the safety and well-being of students so that the Principal may make appropriate decisions to manage any risk to them. This includes any relaYonship with any person who may have been accused of harming children or acYng unsafely towards them.

13. You recognise that students and their parents are enYtled to assume that the sole focus of your engagements with students is to educate them within a safe environment that puts their well-being above all else. You understand that this trust by parents and students puts the onus on you to use your relaYonship with students solely for their educaYon. You use all engagements with students and their parents, whether in person, through a third party, or via digital media for the purpose of teaching the curriculum.

14. You do not accept giss or benefits that could be viewed as a means of influencing your objecYve decision making.

Staff Example of Specific Behaviours, but not limited to:

• RelaYonships between staff, students and parents should be professional at all Ymes – no social media contact and/or exchange of personal details, socialising, etc permiUed. This includes ex-students. Staff to noYfy Principal of any deviaYon from this.

• Use of developmentally appropriate materials in the classroom.

• Document all parent meeYngs (formal and informal) – copy to Principal

• When given sensiYve/personal informaYon from parents – staff to pass it onto the Leadership Team.

• Staff to acYvely supervise students whilst on duty.

• Thorough Handover at the end of the year between Staff regarding the students.

Parents Example of Specific Behaviours, but not limited to:

• Reminders to parents to act appropriately with other children in the school (ie) respect the personal boundaries/space of every child.

• Parents to provide wriUen permission to take other children home at the conclusion of an in school event, eg. Sports carnival, swimming carnival, etc

• Parents to seek permission before adding photos of children within the school to social media feeds.

• Parents must sign children in and out through the office, if collecYng children early or arriving at school late.

• WriUen notes to the office regarding administraYon of medicaYon

• ConfidenYality when assisYng in the classroom, school, etc.

Students Example of Specific Behaviours, but not limited to:

• Respect each other’s privacy and personal space.

• Students to adhere to Behaviour ExpectaYons - Behaviour Management Guidelines and Procedures – school, classroom and playground

• Children learn how to use ICT appropriately and adhere to ICT expectaYons

Volunteers Example of Specific Behaviours but not limited to:

• ConfidenYality – not engaging in discussions or disclosing informaYon about children/family situaYons.

• Volunteers need to be visible by the class teacher at all Ymes

• Mini-inducYon for student volunteers

Visitors Example of Specific Behaviours but not limited to:

• All visitors, including tradespeople and delivery people to be accompanied by a staff member on school grounds during school Ymes and sign in and out of the office.

• Staff to noYfy Leadership Team when visitors are in the school – informaYon added to Daily AcYviYes

P&F and Community News

P & F News

WHAT ARE WE FUNDRAISING FOR?

The money we raise goes directly back to our school and provides much needed resources to the students and staff. Teachers are busy puxng forward wish lists of items they would like. As soon as the wish lists are done, items will be allocated to each event, so everyone knows what we are fundraising for. We look forward to a successful year of raising money and purchasing the items that will benefit our children.

EASTER RAFFLE

Thank you to everyone who has brought in donaYons. Your generosity is greatly appreciated. We are overwhelmed by the amount of wrapping, crass and chocolates we have received. However, if you sYll wish to donate, we would love a few more chocolates to create as many prizes as possible.

· Tickets are on sale for $1 each.

· They can be purchased online through QuickCliQ or with cash.

· If you wish to purchase some Yckets using cash, please refer to the flyer sent home a few weeks ago.

· The cut-off date for the purchase of Yckets is Friday the 22nd of March.

· The raffle will be drawn next week.

COLOUR RUN

The Colour Run will be held in Term 2, Week 2 on Wednesday the 24th April. We are looking for volunteers who can help on the day with set up, the running of the event and the pack away. If you are available to assist, can you please let your class rep know. Sponsorship forms will be sent home next week and there are prizes for the students who raise the most money.

P & F FAMILY SURVEY

Thank you to the people who have already taken the Yme to complete our survey. If you haven’t had a chance to complete it yet, we would appreciate you taking a few moments to answer the quesYons. A large focus for the P & F this year is building community. We would love a snapshot of our community and ways which we can support each other. Thank you in advance. hUps://forms.office.com/r/V4wipgzsqZ

SAVE THE DATES

TERM 2

Colour Run - Wednesday 24th April 2024

Mother’s Day Stall - Wednesday 8th May 2024

TERM 3

Father’s Day Stall - Wednesday 28th August 2024

School Disco - Friday 13th September 2024

Our P&F Executive Committee for 2024 are:

Co- Chairs: Domenica Pizzata and Samantha Cherubino

Vice Chair: Simone Wiles

Secretary: Giulia De Rizzo

Treasurer: Karen Holden

Thank you to the parents who have volunteered to be the Class Representatives for 2024.

Class Blue White

Pre-Kindy

Kindy

Pre Primary

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Clare Filpo

Melissa D’Andrilli

Nicole Smith

Kelly Ruggiero

Olga Lamelza

Louise Jukic

Josie McDonald

Melissa Novatsis

Kia Bryant

Natalie Cooper

Stephanie Lawton

Kieu Nguyet Nu Nguyen

Louise Lipari

Connie Foster

Melissa Tartaglia

Maylyn Elikewela

Nicole Ferarra

Tickets can be purchased online through QuickCliQ or with cash. If you wish to purchase your tickets using cash, please fill out your child’s details in the boxes below.

Tickets are $1 each 1 box = 1 ticket

Once you have filled in your child’s details for the desired number of tickets, please return this form along with the correct money to the class teacher by:

Friday 22nd March

Ticket