#ExpectGreatThings@
TERM 1 WEEK 6
3
Heavenly Father, Thank you that you are a generous God and that you give us so many good things. We are sorry that we are not always generous with others. Please help us this week to be kind, to do our very best, and to be generous when we are helping others.
Amen.
Dear Parents and Guardians,
We are looking forward to welcoming everyone to our first Family Mass for the year on Saturday 16 March at 6pm.
As part of our new Incident Management Plan, we will have our first Shelter-in-Place Drill on Friday 8 March. A Shelter-in-Place enables the school to funcVon with minimal disrupVon by keeping the students confined to their classrooms. This assists in creaVng a clear environment to control the situaVon, keeps students safe and prevents them from observing potenVally traumaVc events.
NAPLAN begins on Wednesday 13 March for our Year 3 and Year 5 students, with all students siYng the reading, wriVng, convenVons of language and numeracy tests. Please check with classroom teachers for any further details.
For the safety of our students, please note that students should not be congregaVng outside the office or at the Smith Street pedestrian gate a[er school as there is no staff supervision in this area. Students should be waiVng in one of the pick up areas where there is a staff member on duty. Only students walking to the Church carpark or exiVng school grounds with their parents should be using this exit.
Last Friday, staff parVcipated in a Maths PD run by our CEWA Maths Consultants. This day focused on current pracVce, a recap on Number Talks, high impact teaching strategies and differenVaVon in the classroom. The maths consultants will conVnue to work with staff at targeted Vmes over the year. On Wednesday, a number of our staff parVcipated in Keeping Safe professional development. This is a requirement for all teachers in CEWA schools and helps ensure that the program is running effecVvely in the classrooms.
A reminder that the URStrong online Language of Friendship parent-child workshop for CEWA’s URSTRONG Schools is on Wednesday 20 March at 6:00pm. Dana Kerford, Founder of URSTRONG, will teach you and your children skills and language to foster healthy, feel-good friendships. RegistraVon is required and details can be found in the message sent home to parents on Monday 19 February.
With our 70th Anniversary this year, we are compiling memories from past students, parents and staff. Please see the informaVon later in the newsleder and on our socials.
Enjoy the rest of the week.
Mel Allen Principal
There were some excellent Recounts being wriden
I loved the effort that Harper and Ava put into their mulVplicaVon work. They were very proud of their hard work and adenVon to detail. Well done!
A super effort from Mila with her maths work. Mila is working on mulVplicaVon (into the hundreds). Well done Mila.
Well done Domenic for the awesome effort you put into your Maths. Domenic had to idenVfy the place value (up to hundreds) in a variety of ways.
I loved the detailed and well wriden narraVve plan that Fiona created. I can’t wait to read the completed narraVve. Well done Fiona.
Well done to the Year 3 students for their fantasVc group work on CommuniVes. They put a lot of effort into jointly creaVng the different communiVes that people can be a part of.
On Saturday 16 March 2024 all families are invited to Mass at Infant Jesus Church at 6.00pm.
During the celebraVon the choir will be leading the singing and parents are also invited to volunteer for the offertory procession or reading. Parents are very welcome to contact the office if they wish to volunteer.
Growing up in the Mwanza district in southern Malawi, 26-year-old Memory was born to a low- income family who relies on subsistence farming for survival. Memory’s parents struggled to pay for her school fees and supplies, and she o[en had to walk to school barefoot.
As the eldest of five children, Memory also faced the challenge of balancing her educaVon with domesVc chores, such as farming, cooking, cleaning, and carrying water.
Despite the challenges she faced, Memory understood that educaVon was her best chance of breaking the cycle of poverty, “I told myself I can’t stop going to school because this is the only way I can get a beder life.”
With the support of Caritas Australia and the Catholic Development Commission in Malawi (CADECOM) –Caritas Australia's local partner in Malawi – Memory enrolled in a technical college where she undertook a three-year carpentry course. Her tuiVon and boarding fees were parVally funded by CADECOM through funds provided by Caritas Australia.
Memory now stands proudly as the first female carpenter from her village, working at one of Malawi’s largest hydroelectric power staVons. With the income from her job, she can now support her family while inspiring other young women in her community to finish their educaVon and seize opportuniVes within male- dominated industries.
You can help women like Memory seize beder job opportuniVes and thrive in their community. Please make a generous donaVon through Project Compassion boxes and envelopes, visit caritas.org.au/projectcompassion or phone 1800 024 413.
All of our classes are busily developing ways to support Project Compassion for 2024.
Our Year Three children will be selling sSckers 13 March.
Our Kindergarten children will be selling Tea Cup Biscuits on Friday 15 March.
Our Pre-Primary children will hosVng a bring your favourite toy in to school on Monday 18 March - this will cost $1.
Our Year Two children will be having a fun sock day on the 20 March.
Please be supporVve of this very worthy Lenten Appeal.
“Being a female carpenter sets an example to others in my community,” she said. “They see a woman can do what a man can do.”
This year we will conVnue 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, a[er 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 leder ‘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 excepVons (e.g. salmon, plait, meringue
Week 5 -
We usually use ‘k’ for a[er all other vowel sounds at the end of single-syllable words (e.g. soak, cheek, book, dark, fork) (Helpful hint)
We o[en use ‘k’ before ‘e’ or ‘i’ (e.g. keep, kedle, kiss, king, skip). Before other leders, we o[en 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 a[er 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, leduce)
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, a[er 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. predy, English)
Week 9 -
f, ff, ph is most frequently represented by f (eg. fun, a[er, leaf).
We usually use ff a[er 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.
Friday 15th March Recess and Lunch (if not sold out) in the Piazza
This term in URSTRONG the children have been learning about their “inner ninja”. This means that they need to be their own best friend before they can be a good friend to others. The students had the opportunity to bring in a so[ toy to the lesson, where they were able to role play how to show kindness when speaking to their friends.
The children also made their own URSTRONG Ninja headband. Their task was to decorate the headband with pictures and words that make them feel happy and safe at school and at home. The children loved creaVng their own Ninja headbands and look forward to wearing them each week during our URSTRONG lessons.
In Year Four we have been busy developing our understanding of the history of Aboriginal and Torres Strait Islander peoples before the arrival of the Europeans in the 1800s. Did you know that the First NaVons Australians have lived here for over 65,000 years? That’s a long Vme!
We have studied the closeness of the First NaVons people to the land. We have learnt that there are over 250 language groups in Australia and that Perth is situated in a language group called ‘Whadjuk’. We also invesVgated the meaning behind the colours on the Aboriginal flag. In the coming weeks we will learn about Aboriginal art, totems, spirituality, food and tradiVons.
We have really enjoyed this unit of work so far and we are gaining a deeper understanding of Aboriginal and Torres Strait Islander culture.
1. You are expected to put the safety of students ahead of every other relevant but secondary consideraVon.
2. In doing so, you are expected to act within the scope of your experVse and role within the school community.
3. If the safety and well-being of a student requires skills and experience outside your core competency, you must refer the student to the appropriate expert.
4. You are personally responsible within the context of your posiVon in the school community for the provision of safe and competent student educaVon. It is your responsibility to maintain the competence necessary to fulfil your role. Maintenance of competence includes parVcipaVon in ongoing professional development to maintain and improve knowledge, skills and aYtudes relevant to your role in your school.
5. You recognise that the Principal, staff, parents and students assess your ability to act safety and competently based on your behaviour and decision making, and you do likewise in your assessment of them. You are responsible for conducVng yourself in all things such that there is no speculaVon, doubt or ambiguity that you do so in the best interests of students. You must take reasonable steps to avoid situaVons where your decisions or behaviour could be interpreted as puYng students at risk. You must also noVfy the Principal as soon as possible if you found yourself in such a posiVon of ambiguity so that you can explain the circumstances.
6. You recognise each student’s and their parents’ right to receive accurate informaVon; be protected against foreseeable risk of harm; and be involved in and informed about decisions in relaVon to their educaVon.
7. You perform your role in the school within your professional or industry competency and according to school policies and any standards or codes applicable to your profession or industry.
8. You noVfy an appropriate person or the Principal of any informaVon relevant to maintaining student safety and well-being, or any observaVon of quesVonable, unethical or unlawful behaviour, including breaches of this Code, and intervene to safeguard the student if the circumstances require it.
9. You ensure that any informaVon you receive relevant to the safety and well-being of students is either acted upon by you in the best interests of the student if you are the relevant decision maker, or passed to the relevant decision maker for them to act.
10. You perform your work in a safe and competent manner that is not compromised by personal health limitaVons, including the use of alcohol or other substances that may alter your capacity to act safely. If your health threatens your ability to work safely and competently, you have a responsibility to seek assistance to address your health needs. This may include making a confidenVal report to an appropriate authority.
11. You perform duVes in partnership with parents and school staff and in accordance with the standards of your profession or industry (e.g. Teachers RegistraVon Board).
12. You perform du es in accordance with wider standards relaVng to safety and quality in educa on and student care and responsibility for a safe school, such as those relaVng to occupa onal health and safety, mandatory and criVcal incident reporVng, and parVcipaVon in incident analysis and formal open disclosure procedures.
13. You make decisions about students based on their age, ability, and in the best interests of the student’s sense of security, and physical, social, emoVonal and mental safety.
14. You seek advice, assistance and second opinions from experts and Principal as necessary.
Staff Example of Specific Behaviours, but not limited to:
• Staff to always have visitors sign in and be in their line of sight at all Vmes, eg. Incursion presenters, speakers, past parents, staff family members etc
• Staff to obtain permission from Leadership Team for visitors to be on the school site.
• Staff members to always be the last person off the duty area.
• Ensure that access to the school grounds is limited – perimeter gates/doors locked as per school schedule.
• When working with individual children staff must have doors and blinds open to enable visibility by others.
• Staff to take responsibility for ensuring their individual WWC and TRBWA requirements are up to date and current.
• Staff to be fully aware of where the children in their care are at all Vmes ie. going to toilet, going for messages, etc.
• Staff not to drive students without parental permission, always have students in the back seats (if two students) and when transporVng individual students have them sit behind the driver.
• Staff not to engage with students/parents through any social media.
• Excursions – school procedures to be followed.
Parents Example of Specific Behaviours, but not limited to:
• Parents to be reminded about what is deemed appropriate behaviour on school grounds with students, teachers and other parents.
• Parents to sign in and out whilst on school grounds for the duraVon of the day/long periods of Vme.
• Parents to use toilets with disabled access only.
• All parent helpers to have completed our Infant Jesus School Volunteer Workshop.
• When assisVng in the classroom parents to work with groups of students, rather than one on one.
Students Example of Specific Behaviours, but not limited to:
• Students to be educated in ProtecVve Behaviours.
• Students to be informed that the school expectaVons are in place to keep them safe rather than for disciplinary reasons; however, there will be consequences for expectaVons not followed.
• Students need to be made aware of what appropriate interacVons with adults look and sound like.
Volunteers Example of Specific Behaviours but not limited to:
• Volunteers to always be in the line of sight of the teacher at all Vmes.
• WWC required in all cases with the excepVon of Secondary School Volunteer/Community Service students
• Secondary School Volunteer/Community Service students are to be supervised at all Vmes.
• All visitors must wear a clearly visible sVcker/badge indicaVng that they are a visitor to the school, whilst on the school grounds.
Visitors Example of Specific Behaviours but not limited to:
• All visitors must sign in and out at the Office and be accompanied by a staff member at all Vmes, with the excepVon of CEWA staff, School Nurse, Therapists, etc.
• All visitors must wear a clearly visible badge indicaVng that they are a visitor to the school, whilst on the school grounds.
• Student Teachers to be made aware of what is appropriate/ inappropriate interacVon with students.
Thank you to everyone who came to our first P&F MeeVng last week. It was great to see so many people there supporVng our school, offering ideas and volunteering their Vme.
Thank you to the Class Reps who have already volunteered. We are sVll in need of a Class Rep for 6B and 6W. If you would like to support your class by taking on this role, can you please let your class teacher know.
Thank you to everyone who has brought in donaVons. We will be collecVng donaVons unVl Monday the 25th March. Please leave them with your class teachers. Here is some important informaVon regarding the raffle and Vckets:
· Tickets are on sale now for $1 each.
· They can be purchased online through QuickCliQ or with cash.
· If you wish to purchase some Vckets using cash, please refer to the leder sent home earlier this week.
· The cut-off date for the purchase of Vckets is Friday the 22nd of March.
· The raffle will be drawn in Week 9.
The Colour Run will be held in Term 2, Week 2 on Wednesday the 24th April. We are looking for volunteers who can help prior to the event, 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 towards the end of the term and there are prizes for the students who raise the most money.
A large focus for the P&F this year is building community. We would appreciate it if you could take some Vme to fill in this survey. We would love a snapshot of our community and ways in which our school and events can be supported. Thank you in advance. hdps://forms.office.com/r/V4wipgzsqZ
Rockets Netball Club Inc formerly Infant Jesus Netball Club is now taking expressions of interest. If your child is 7 years old + and interested in playing Winter Netball, please register your child’s interest by emailing rocketsnetballclubinc@gmail.com or call 0404 108 015.
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
