Veritas, Week 2, Term 2

VERITAS

TERM 2 WEEK 2 Happy Mother’s Day Play-Based Learners #ExpectGreatThings @ Infant Jesus School

5 May 2022

Important Dates 16 May

Con rma on Parents Night Mee ng (7.00pm)

18 to 20 May

Year Six Camp

19 May

Parish Mass

We acknowledge the tradi onal Owners of the lands on which we live, learn and work.

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We acknowledge the con nued deep spiritual connec on and rela onship of Aboriginal peoples to this country and commit to the ongoing journey of Reconcilia on.

Contents

3 FROM THE PRINCIPAL Mother’s Day Sacramental Program School Camp COVID Update

14 WE ARE CALLED St Catherine of Siena

NAPLAN 2022 Sound Waves Sound of the Week!

19

CLASS NEWS

INFORMATION TECHNOLOGY

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ASSISTANT PRINCIPALS’ CORNER

15 Year Four News Year Two News Health News Healthy Ea ng News

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12

Technology Tips from the Cyber Savvy Project

21 COMMUNITY NEWS Easter Ra e Entertainment Book Infant Jesus Soccer Car Park Ra e

From the Principal Dear Parents I hope all families had a safe and res ul holiday. The children were excited to be back at school and very quickly se led into the rou ne of the school day.

Happy Mother’s Day

We are all very thankful that the current public health measures in Western Australia were eased to what is now being called “baseline se ngs”. The students have all easily adjusted to these changes and are looking forward to an exci ng term of learning. The changes are also very welcome for sta who have been very posi ve, pa ent and adaptable in con nually implemen ng plans that mo vate children in their learning.

A er many, many weeks it was fantas c that our Mums and Grandmothers could join us this a ernoon for the liturgy and a ernoon tea.

Sacramental Program

During our prepara on to celebrate our Mothers we we also recognise that some mothers and grandmothers may have been unable to join us and we sincerely hope that the ‘A ernoon Tea Gi Bag’ will be enjoyed at home.

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It is impossible to count the hours and measure the e ort that every one of our mothers has for us because they love us. The liturgy and a ernoon tea was a me to pause and to express our apprecia on and gratefulness

School Camp 2022

for our Mums and all that they have done, are doing and will con nue to do for us in the future because they love and care for us.

We are looking forward to seeing Mums, all parents, grandparents and volunteers being involved and suppor ng our school celebra ons and events throughout the year.

Mother’s Day Next Sunday 8 May 2022 we celebrate all our mothers on Mother’s Day. “Happy Mothers’ Day means more than have a happy day.

Within these words lie lots of things we never get to say.

It means, I love you, rst of all, then thanks for all you do. It means you mean a lot to me and that I honour you.

For many years now, psychologists have been saying that the bonding of a baby with its mother in the rst few minutes of life is vital for the stability of the newborn child. The mother-infant bond is an intense rela onship of unparalleled human a ec on. It is the founda on of the child’s emo onal and physical survival. No wonder the saying: “Mothers hold their children’s hands for a short me, but their hearts forever.”

There are many ways to answer the ques on, “What is Motherhood?” and one of those ways might be that Motherhood means sharing in the crea ve power of God. Bringing a baby into the world is as close as any person can get to the act of crea on. This is the beginning of Motherhood, but it is far from the end. Motherhood is also about nurturing, sacri cing, loving and, ul mately, le ng go.

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Jesus’ mother, Mary, experienced all the above and had the added drama of losing her son for three days during a visit to Jerusalem. Eventually, she and Joseph found Jesus in the Temple having a discussion with a group of Rabbis. When Mary rebuked Jesus for “trea ng us this way”, Jesus

informed her that the Temple was the rst place she should have looked: “Did you not know that I must be about the things of my Father?”

Poor Mary! Besides being embarrassed for Joseph, she probably found it hard to accept that Jesus was growing up with a mind of his own and his own sense of how his Father was leading him.

Mary was caught up in the tension of ful lling the daily responsibili es of her role of mother and paren ng the Son of God. All mothers are caught up in the world of tension as they try to be all things to their children.

A Re ec on for Mother’s Day “I believe in Jesus Christ, the Son of the living God, who was born of the promise to Mary.

I believe in the love Mary gave her Son that caused her to follow him in his ministry and stand by his cross.

I believe in the love of all mothers and its importance in the lives of the children they bear.

It is stronger than steel, so er than down, and more resilient than a green sapling on a hillside.

It closes wounds, melts disappointments, and enables the weakest child to a empt all challenges.

Thank God for mothers and thank mothers for helping us to understand an all-loving God.” HAPPY MOTHERS’ DAY! HAPPY GRANDMOTHERS’ DAY!

Sacramental Program Sacraments are gi s given to us by Christ to provide us with the grace and strength to live and be the Good News for others.

Throughout their me at primary school students in all year levels prepare to receive the Sacraments of Penance in Year Three, Eucharist in Year Four and Con rma on in Year Six. Currently the Year Six students are preparing to be con rmed later this term.

During the next few weeks, the Sacramental

At Con rma on the Year Six students will receive the gi of the Holy Spirit which gives them a deeper ini a on into the Chris an community and strengthens the gi s they received at Bap sm.

When the children were bap sed these promises were made on their behalf by their parents and grandparents. As the children are con rmed these promises are repeated with the candidates making these promises for themselves. When the candidates, our Year Six students, are con rmed, they receive the gi s of the Holy Spirit.

These gi s are wisdom, understanding, knowledge, for tude, counsel, piety and fear of the Lord which will guide and support them throughout their lives and help them con nue Jesus’ work.

Con rmed people use the gi s in many ways to help them live as Jesus taught. The ‘fruits of the Holy Spirit’ which are love, joy, peace, pa ence, kindness, goodness, trus ulness, gentleness and self-control also guide their thoughts and ac ons to be the Good News for others.

School Camp On Wednesday 18 May 2022 the Year Six students and sta will be se ng o to the Woodman Point Recrea on Camp.

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With all that was happening last term we are extremely fortunate that changes were made in me for us to a end the camp.

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Program for our Year Six students and their families will include a Parent Mee ng, a Commitment Mass, a Parent and Child Workshop, Reconcilia on and a Retreat. We are very grateful to the Infant Jesus Parish Sacramental Team who coordinate many aspects of the program.

Some addi onal requirements are in place; however, the focus of the school camp remains the same.

The purpose of this camp is fundamentally about developing the leaders of the school. The school camp builds con dence, resilience and responsibility, turning students into empowered, inspiring leaders. It is a very exci ng me for our Year Six students.

School camps expose children to di erent environments that they would not normally experience in daily suburban living. During the camp all the children will learn from the unique experience of community; sharing, working and living as a team. Being inter-dependent with peers a ords the children the opportunity to make new friends, to view each other out of the context of school, and to witness and appreciate the di erent talents of others.

Camps help develop self-esteem as children learn to try di erent ac vi es in a suppor ve and friendly environment. Professionally trained, outdoor instructors help children feel secure and capable. The provision of a supervised, posi ve environment that has safety as a primary commitment assists all children to grow and to ourish.

The aims of the camp are: • to develop within the students their own leadership skills.

• to build and develop new friendships.

• to build personal competencies such as, • self-iden ty, self-worth, self-esteem and self-respect.

• to par cipate in ac vi es that perhaps students have never experienced before.

• to develop new skills and develop a sense of autonomy and trust in their decisions.

Sta members a ending the camp: Mr Daniel Silla, Miss Melissa Myles, Miss Sandra McMullen, Miss Kate Witkowski, Mrs Lauren Jenkins and Mr Frank Colangelo,

Play-Based Learners Early Childhood Educa on lays the founda on for further schooling and provides the ini al interface between home and school in a child’s life.

Recognising parents as the rst educators of their children, early childhood educa on seeks to build upon home learning. In establishing programs for young children, it is important to remember that Catholic schooling is inten onally directed to the holis c development of children from within, assis ng them to become fully integrated human persons.

Our program: • Recognises, values and builds upon the child’s prior knowledge.

• Understands the importance of developing problem solving and thinking strategies through play.

• Listens to children and their families, respec ng their values, cultures and experiences to provide opportuni es which support learning.

• Closely observes, describes and records the children’s e orts and achievements by monitoring progress and planning experiences which build on their knowledge, understandings, skills, a tudes and values.

• Facilitates a challenging environment which mo vates and enriches learning and gives the child the opportunity to experience: • Independence and guidance.

• Free choice and direc on.

• Incidental moments and planned ac vi es.

• Child ini ated and teacher navigated.

• Individual and group work.

• Free inquiry and explicit teaching.

The aims of our Early Childhood Educa on Program are to encourage children to: • Develop a posi ve self-image.

• Love learning and value their individual learning styles.

• Be responsible for their learning.

• Respect their own knowledge, background and culture.

• Take risks, persist and be self-paced with their learning.

• Know, understand and use their personality, talents, and personal ways of being crea ve.

• Learn through problem based play ac vi es by doing and being ac vely involved.

• Learn through adults and others who sca old their endeavours.

• Respect, value and accept all people.

• Experience the joy in the mystery and wonder of the universe.

• Feel valued and safe.

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Through play-based programs in Early Childhood children develop the skills needed for lifelong learning.

They develop their independence, con dence, crea vity, ability to take risks, communica on skills by listening and talking to both peers and teachers, problem-solving skills, ability to cooperate with others by taking turns and sharing,

School ini a ves i-Succeed NAPLAN The Na onal Assessment Program – Literacy and Numeracy (NAPLAN) assesses literacy and numeracy skills that are essen al for every child to progress through school and life.

Students in Years 3, 5, 7 and 9 par cipate in the annual NAPLAN tests in reading, wri ng, conven ons of language (spelling, grammar and punctua on) and numeracy.

These assessments provide class teachers, the school, the system, the State and the country with valuable informa on about student ability and needs and are used in conjunc on with other assessment data to inform decisions across all levels. NAPLAN tests are just one aspect of a school’s assessment and repor ng process; they do not replace ongoing assessments made by teachers about student performance.

In 2022, our students will once again sit NAPLAN online. The Year 3 wri ng assessment is the only aspect that con nues to be completed on paper.

COVID Update COVID-19 Self-Repor ng It is vitally important that parents and caregivers inform the school if their child tests posi ve for COVID-19 via this CEWA link COVID-19 Self-reporting Form for Students and Staff members

Baseline Se ngs

Term 2 2022

Health and hygiene Each person has a responsibility to protect themselves and others. This is achieved through the ongoing promo on of the following good hygiene principles and prac ces: • sta , students and parents must stay home when sick or symptoma c.

• adults maintain physical distancing from other adults, where possible; • avoiding unnecessary physical contact and physical gree ngs (e.g. handshakes, hugs); • covering mouth and nose when coughing and sneezing, using a exed elbow or ssue; • disposing of ssues appropriately; • washing hands regularly for 20 seconds with soap and water or an alcohol-based sani ser, including prior to meal breaks; and • posters and visible messaging regarding hand-washing and cough-sneeze hygiene should be displayed.

Masks • Asymptoma c close contacts (in Year 7 or above 12 years of age) are required to wear a mask outside of the home at all mes.

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Parents/caregivers Parents and caregivers are permi ed on school sites and in classrooms in order to: • A end both year level and whole school assemblies and special infrequent school events.

• Drop o /pick up.

•Morning reading/ac vi es or to volunteer in classroom ac vi es.

•A end parent teacher conferences.

School ac vi es •School ac vi es during school hours, o site and onsite, must promote and prac se good hygiene principles.

Term Two Calendar Friday 3 June 2022 is a Pupil Free Day Monday 6 June 2022 is a Public Holiday (West Australia Day) Friday 1 July 2022 is the last day of Term Two With the COVID-19 baseline se ngs, introduced last week, an updated Term Two Planner is a ached and includes dates for the Sacramental Program, Masses, assemblies and spor ng events

Thank you As Term Two 2022 begins I would like to sincerely thank Miss Sandra McMullen for all her hard work and e ort during Term One 2022, as she stepped into the role of Assistant Principal. Sandra has been very posi ve, enthusias c and dedicated accep ng and dealing with all the challenges of an extremely interes ng term. She has gone above and beyond, in both adap ng to and assis ng sta with the many updates to procedures and processes during last term. As we are all very aware Term One was extremely challenging on many levels and Sandra certainly added value to the Leadership Team last term.

This term Sandra con nues in the Support Coordinator role and also shares classroom teaching responsibili es.

Thank you also to Mrs Cheryl Macpherson who is comple ng her last term of work at Infant Jesus School.

Cheryl is a very valued member of the Sta and a er more than 20 years at Infant Jesus School will be commencing her re rement at the beginning of Term Three.

In her posi on, Cheryl has been the very welcoming, gentle, friendly and pastoral ‘face’ and has made many valuable contribu ons to our school over many years.

Later this term we will recognise and thank, as sta and community, Cheryl for all her work at Infant Jesus School.

Welcome We welcome back Mrs Tara Ryan (nee Johnston) to Infant Jesus School. Tara is a very familiar face to the older students from her me here as a class teacher in previous years.

Tara will be working with the upper primary Year 4, 5 and 6 students a day a week this term and next semester who are all involved in the i-Hour program.

Federal Elec on

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In the upcoming Federal elec on Catholic schools and their communi es need to be heard to ensure we con nue to advocate for the needs of our students, sta and communi es. We must ensure Catholic schools are provided with equitable funding, with a par cular current focus on COVID-19 funding, mental health and wellness and capital works funding.

To provide more informa on the ‘Building a Brighter WA’ statement is a ached (link) which provides key facts and informa on about Catholic Educa on in Western Australia, how many students are enrolled and the signi cant role Catholic Educa on plays in the State and na onal economies.

Also a ached (link) is a copy of the Elec on Priori es, iden ed by the Na onal Catholic Educa on Commission.

Winter Uniform – Term Two Thank you to parents who have supported the implementa on of the new uniform. We do understand that the uniform shop does have a delay on jumpers and trousers; however, these should be in stock by next week.

Kindergarten 2023 – Applica ons are Now Due Enrolments are now being taken for siblings and new students wishing to commence Kindergarten at Infant Jesus School in 2023. Families with children eligible for Kindergarten in 2023 (born from July 2018 to June 2019) are required to ll out an Infant Jesus School Applica on Form.

Infant Jesus School will con nue to operate two concurrent Kindergarten groups next year with the days of a endance being Monday, Wednesday and Friday.

Kindergarten places are limited, so it is important that parents within the Infant Jesus School community submit their applica ons as soon as possible. Forms can be obtained from the o ce.

Pre-Kindergarten 2022 This week the Pre-Kindergarten children commenced the whole day program. This program will be in place for the remainder of the school year.

It is a very exci ng me for all these children and the Pre-Kindy sta , Mrs Limerick and Mrs Boogaard.

The half-day program con nues unchanged and takes place each Thursday morning.

For any further informa on please contact Cheryl at the school o ce on 92761769.

Infant Jesus Family

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Congratula ons to the Taplin family (Chance- 3B, Tiana-6W) on the birth of a baby boy, Phoenix. May he bring your family much love and joy.

• • •

From my readings Developing leadership skills in your child Your child has the poten al to be a leader given the right circumstances and environment. The following ve leadership skills have been observed in student leaders in Australian primary schools and can be promoted by parents at home.

Responsibility Being a leader means that your child is willing to take responsibility and be accountable for their ac ons. Personal responsibility is shown when your child is accountable for their behaviour, for their belongings and for others. Prac cal ways to develop responsibility include: • Giving them responsibility for part of their day.

• Encouraging them to restore rela onships with others when they mess up.

• Taking responsibility for household chores.

Communica on While most leadership posi ons require your child to speak publicly their communica on skills can be developed through regular one-on-one or small group experiences at home and at school.

Prac cal ways to develop your child’s communica on skills include: • One-on-one conversa ons with adults.

• Regular discussions at the meal table.

• Encourage your child to par cipate fully in speaking ac vi es at school.

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Organisa on Personal organisa onal skills and the ability to organise others are important for e ec ve leadership. Prac cal ways to develop organisa onal skills include encouraging your child to:

Keep their personal space dy and organised.

Use a diary to help manage their me.

Organise a weekly chores roster including all members of the family.

Teamwork Coopera ng, encouraging and accep ng others are essen al quali es of an e ec ve leader.

Prac cal ways to develop a sense of teamwork include: • Play team games where children work together.

• Encourage siblings to cook and do other chores together.

• Focusing on your child’s contribu on to a team or group rather than individual achievement.

Emo onal intelligence An underes mated quality shared by most admired leaders is their ability to remain calm when things don’t go well. This emo onal intelligence skill requires self-awareness, an ability to recognise their emo ons and respond appropriately to the emo ons of others. You can nurture these skills in the following way: • Help your child recognise their emo ons.

• Help your child recognise emo ons in others.

• Teach your child to shi their mood.

Leaders are needed in all walks of life – at work, in school, in families, in sport and in the wider community. The skills of leadership are sewn in the rst group that they belong to – their family.

By encouraging your child to be a contribu ng member of their family you are also helping to develop leaderships skills they can prac se outside their family.

Prayer Mother’s Day Lord Jesus, We thank you for the gi of mothers.

We thank you for the tenderness they show us, For the comfort they a ord us, For challenging us, For understanding us and sharing with us your wonderful ways.

We especially thank you for their loving ac ons and for the me they take to nurture us with your guidance.

Bless then today, and always, with the knowledge of how important their responsibili es are.

Con nue to give them the compassion, wisdom and courage they show us daily.

Amen.

Have a wonderful Mother’s Day on Sunday and a lovely week,

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Clare Mo at Principal

Assistant Principals' Corner NAPLAN 2022 NAPLAN is a na onwide measure through which parents, teachers, schools, educa on authori es, governments and the broader community can determine how well young Australians are developing the literacy and numeracy skills that provide the cri cal founda on for other learning and for their produc ve and rewarding par cipa on in the community.

• NAPLAN tests are one aspect of each school’s assessment and repor ng process. NAPLAN does not replace the extensive, ongoing assessments made by teachers about each student’s performance. A child’s teacher will have the best insight into the child’s educa onal progress.

NAPLAN results do not measure overall school quality.

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• NAPLAN ques ons are directly linked to the Australian Curriculum: English and Mathema cs. As such, the best prepara on students can do for NAPLAN

Sub-Heading Write your informa on here.

is to learn what they do in the classroom every day. On its own, NAPLAN is not a test that can be studied for, and students are not expected to do so.

• The assessments allow parents to see how their child is progressing against na onal standards in literacy and numeracy and over me. Along with other school assessment reports, NAPLAN supports parents in discussing with teachers their child’s strengths and areas for improvement.

• NAPLAN results can assist teachers by providing addi onal informa on to support their professional judgement about students’ levels of literacy and numeracy a ainment and progress.

• NAPLAN can support school improvement by enabling teachers to monitor their students’ progress over me against the na onal measure, to iden fy strengths and areas to improve in teaching programs, and to set goals in literacy and numeracy.

• Students and parents wishing to familiarise themselves with NAPLAN online can visit the public demonstra on site on the NAP website. Some past NAPLAN papers are also available.

Sound Waves Sound of the Week!

Week 1 - G G is most frequently represented by the grapheme g (e.g. goose, wig).

The grapheme gg for is seen a er short vowel sounds (e.g. juggle, wiggle).

The grapheme gu can represent (e.g. guest, guide).

The grapheme x can represent the two phonemes g and s (e.g. example, exact).

The grapheme gue can represent (e.g. fa gue, vague). Words containing gue for g usually originate from French.

Week 2 - U U is used at the start and in the middle of words, but never at the end of words (e.g. up, funny).

U is most commonly represented by the grapheme u. However, the grapheme o for is also quite common (e.g. love, other, stomach).

The grapheme oo is an unusual way to represent u (e.g. ood, blood).

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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.

We Are Called St Catherine of Siena

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Our fac on of Siena is named a er Saint Catherine of Sienna. Catherine was the twenty fourth child born into her family in Siena, Italy.

Her father was a skilled dyer and tanner of leather. As people came and went from his shop, they brought news of

happenings around Europe which included the terror of the black plague. From a very early age, Catherine listened and learned much from these travellers. She discovered that the Pope was in France and that this fact, along with the misery caused by the plague, was resul ng in people losing their faith in the Church.

When Catherine grew older she refused to marry, much to the frustra on of her parents. She decided instead to join the Third Order of St Dominic.

Catherine was sent to France and was not only successful in persuading the Pope to return to Rome, but also obtained permission from the King of France to allow him to do so. Catherine died in Rome at the age of thirty three. She promoted peace in Italy and is one of the two patron saints of Italy; the other being Saint Francis of Assisi.

Class News Year 4 James and the Giant Peach This term in Reading, the Year Four students have been diving into the class novel of James and the Giant Peach by Roald Dahl. They are half way through the novel study and are anxiously wai ng to know what happens at the end of the story.

Here are some of their favourite parts so far…

Luigi - “When the peach goes ying across the water”.

Jessica - “When the peach was rolling really fast down the hill and the characters were going crazy”.

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Tyler - “When the peach started growing, it was super cool”.

Class News Year 2 Remembering the ANZAC’S In Year 2 the children re ected and learnt about ANZAC day through the story of Anzac Ted. This is a story of a li le boys ba ered and torn teddy bear that had been passed down from his Grandfather who was one of the ANZAC’S. He was a mascot that gave the soldiers courage and comfort.

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We discussed and retold the story. We followed a guided drawing lesson to create an artwork of Anzac Ted and even read a story with ANZAC Ted.

Health News Constable Care The Infant Jesus students had an entertaining me this week watching, listening to and interac ng with the Constable Care performers.

The Year Five and Six students were treated to a performance called ‘Screen Name’. This performance focussed on cyber safety; how to keep your online informa on private and the dangers of making some online mistakes.

The Year Three and Four students had an interac ve performance called ‘Frenemies’. Students had to help the characters to treat each other with kindness and respect.

Compliments were spoken instead of put- downs and the students even changed the tone of the performers voice to a more friendly tone.

The Year One and Two students helped Constable Care and his friends to get to school safely by walking, riding and driving.

They used ‘stop, look, listen and think’, they correctly ed a helmet, they buckled their seatbelt and used the safety door.

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The Kindy and Pre-Primary students helped Constable Care and his friends to learn about their warning signs, so they could tell the di erence between safe and unsafe scary feelings. Students also iden ed parents and teachers as important adults on their safe network hand.

Healthy Ea ng News We are sweet enough!

The Infant Jesus School community is pu ng a spotlight on healthy ea ng. Students have dedicated ea ng me, at recess and lunch and we are endeavouring to maximise the healthiness of that ea ng me. But we need your help!

Our current focus is on the reduc on of SUGAR! Sugar is a type of carbohydrate, and like other carbohydrates it provides our bodies with energy. Sugar does not contain any essen al nutrients.

Sugar can occur naturally in foods such as, fruits, vegetables and dairy, or it can be added to food and drinks like chocolate and so drinks.

There is no di erence between the sugars, but natural sugars are more likely to be in foods that contain other useful nutrients like bre, vitamins and minerals. In contrast, added sugar is most o en found in foods that have low nutri onal value and high calorie intake. Ea ng and drinking too much sugar can lead to obesity, heart disease and tooth decay.

How much sugar can I have?

The World Health Organisa on recommends that you have no more than 6 teaspoons or 25g of added sugar.

What to do?

- Add whole foods to the lunch box, like fruits and vegetables - Limit the amount of packaged food. Choose packaged foods with less sugar per 100g; look for less than 15g/100g - Some healthier swaps: Original Popcorn (0.2 tsp of sugar) instead of Mini Oreo packet (2 tsps of sugar) Tamar Valley Dairy Kids Greek Yoghurt Strawberry (0.8 tsp of sugar) instead of Vaalia Kids Probio c Yoghurt Pouch Strawberry (3 tsps of sugar)

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For more informa on please go to www.ea orhealth.gov.au

Informa on Technology

Technology Tips from the Cyber Savvy Project As part of a survey for our Cyber Savvy Project, Telethon Kids researchers asked a group of parents for their top ps regarding their child's use of devices. Below are some of the ndings. For more informa on see h ps://www.telethonkids.org.au/news--events/news-and-events-nav/2019/june/ parents- ps-managing-kids-device-use/ 1. Study desks are setup in the dining room, with screens facing the room “This is really important,” Telethon Kids cyber safety expert Professor Donna Cross says.

“Children should only use devices in common areas where parents can supervise, monitor and support what their kids are doing.”

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2. No devices in the bedroom or bathroom “Any device that can be connected to the Internet should only be used by children and young people in common areas. This includes phones, iPads, computers and even gaming consoles.

“Children can easily make contact with people they don’t know, see inappropriate content or over-share informa on about themselves online. Keeping their use of these devices where you can see them means you can monitor and support their safer use. It also means that you are available and able to no ce and support them if they do accidentally stumble across something that is upse ng.”

3. Phones in a ‘basket’ during social gatherings “Digital technology can have enormous educa onal and social bene ts when used safely, however we s ll need to ensure our kids (and ourselves as signi cant role models in our children’s lives) are having face to face conversa ons and developing real world connec ons,” Professor Cross says.

4. No devices at dining table during meal mes “This is posi ve advice for parents too. We do everything on our phones these days, from wri ng emails to paying bills, but it’s important to take stock occasionally and make sure we are modeling posi ve technology use behaviour for our kids. Meal me is an important me for families to connect and talk.”

5. Hand in all devices at 9pm and turn WiFi o “It is a challenge for parents to ensure our kids are not responding to or generally accessing their devices when they should be sleeping. Sleep is incredibly important for a child’s development and devices can disrupt this.”

6. Time limit on device use “Ac vi es some children engage in with their internet connected devices can be quite addic ve, such as computer games and social media. These games for example, are designed to keep children and young people engaged and playing as long as possible.

Work with your children to agree to a me limit before they begin using a device to reduce possible con ict when you ask them to stop playing and join in other family ac vi es.”

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7. No technology day for the whole family “Agreeing as a whole family to not use technology for a set day or a set amount of me together each week may be hard ini ally, but it is not only a great distrac on from technology but helps families reconnect", Professor Cross says. “Organise a picnic or something fun with the whole family.

P&F and Community News

Easter Ra e The Easter ra e was a huge success with over 700 ckets sold and 90 prizes of various sizes were given out at the end of the term. This wouldn’t be achievable if it wasn’t for all your generous dona ons. Thank you for your dona ons and to the parents who donated their me to sort, wrap and draw the ra e.

Entertainment Book Need a gi idea for Mother’s Day? The Entertainment Book has a bonus $20 or $40 gi card promo on so support Infant Jesus School by purchasing the Entertainment Membership. 20% of every membership sold goes directly to our school fundraising e orts. It is valid for a full 12 months from the me of purchase and it includes so many local o ers.

Buy now and support our fundraiser by clicking the link below. h ps:// www.entertainment.com.au/orderbooks/8423y3

Infant Jesus Soccer Team at Perth Glory On the weekend one of the Infant Jesus Soccer teams got dressed up in the full Perth Glory kit and ran onto the eld with the players. The children enjoyed cheering on the Glory to a 1-1 draw.

Car Park Ra e

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The P&F is currently holding a ra e for the car bay in the administra on carpark. Tickets are $1 each and available from the QuickCliq website. Get in quick as the ra e will be drawn on Friday 13 May.

Parking Do’s and Don’ts Do : •

Be aware

•

Be courteous

•

Be responsible

•

Drive safely

•

Observe and adhere to all regulatory signage

•

Use the ‘Kiss and Ride’ facility where provided

Remember

City of Bayswater

It is also an offence to stop or park a vehicle: • Within three metres of a continuous dividing line or median strip

SCHOOL PARKING

• Within ten metres of an intersection / corner (without traffic control signals) • On a median strip or traffic island • So that any portion is within a bus zone

Don’ts : •

Stopping in No Stopping areas

•

Block driveways

•

Park on footpaths

•

Park in Bus Zones

•

Obstruct children’s crossings

•

Park on a verge without consent

•

Double park

City of Bayswater 61 Broun Avenue, Morley WA 6062 Tel: (08) 9272 0622 Fax: (08) 9272 0665 Email: mail@bayswater.wa.gov.au Website: www.bayswater.wa.gov.au

School Parking

We can help!

No Stopping Areas

Areas in and around schools present potential parking problems as there may be speeding motorists,busy roads and limited parking bays.

The City of Bayswater Officers conduct regular school parking patrols during school times and are happy to help with any parking concerns your school may have.

We can attend your school to remind parents about safe parking and follow up by issuing infringements if needed.

• Parking over footpaths

No Stopping areas can be defined by signage or a continuous yellow line painted along the edge of a road. A driver is not permitted to stop on a length of road or in an area to where no stopping restrictions apply. Vehicles may only stop in these zones to comply with other regulations (for example at traffic lights or to avoid an accident). Drivers are not permitted to drop off passengers or goods in “No Stopping” areas.

• Blocking driveways

Examples of Signs

How can parents help?

• Walk or cycle to school when dropping off or collecting children • Park nearby and walk a short distance to the school • Plan your trip so you arrive on the school side of the road

Offences include:

• Parking in a No Stopping or No Parking area

• Avoid leaving your vehicle for long periods

• Double parking

• Adhere to signage at all times

• Parking on a verge without the owner’s consent

• Form a School Road Safety committee (contract your Principal or P&C)

• Parking facing the wrong way

• Use public transport • Slow down around schools and be aware.

How can schools help?

• Educate students about parking procedures around the school • Encourage children to educate their parents and guardians on safe school parking • Establish a supervised ‘Kiss and Ride’ facility or traffic policy which can be published • Notify parents of any problems via school newsletters

• Leaving your vehicle in a drop off / Pick up area • Parking for longer than a sign permits

Double Parking A driver must not stop a vehicle so that any portion of the vehicle is between any other stopped vehicle and the centre of the road.

Contact Us

17 Smith Street, Morley Western Australia 6062 24 9276 1769

info@infantjesus.wa.edu.au

www.infantjesus.wa.edu.au