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TERM 1 WEEK 3 Safer Internet Day 2022! Learning Con nuity at IJS!

#ExpectGreatThings@Infant Jesus School

17 February 2022

Important Dates 22 Feb

Twosday

24 March

Swimming Trials

1 March

Shrove Tuesday

2 March

Ash Wednesday

7 March

Labor Day

8 March

Pupil Free Day

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

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

4 FROM THE PRINCIPAL School A endance Learning Con nuity Lent

ASSISTANT PRINCIPALS’ CORNER Merit Awards Sounds of the Week How to explain COVID-19 to your child

17 WE ARE CALLED Shrove Tuesday The Gospel

CLASS NEWS

SAFE SCHOOL FRAMEWORK

INFORMATION TECHNOLOGY

Child Safe Framework

Cyber Safety Week

Year Three News Year Four News

27 P&F COMMUNITY NEWS

2022 Netball Club Keyed Up Music Containers for Change

From the Principal Dear Parents Since the beginning of the 2022 school year there have been a number of changes that have required all in our community to be very agile and adaptable. Whatever the changes, we maintain, as much as possible, familiar rou nes, processes and learning experiences each day for all the children. The sta have been fantas c in implemen ng and adap ng each change for the classes and year groups they are teaching and working in. In all situa ons we believe that people, and children, need to be nurtured, so that they feel safe and are con dent to con nue to take risks. As Nurtured Learners, it is important that sta , students and parents at Infant Jesus School feel as though they are ‘part of something.’ In feeling ‘part of something’ at Infant Jesus School, we strive to:

Learning Con nuity

Covid-19 Updates

Care for each other and help each other learn Co-operate with each other Show consistency in what we say and what we do Be nurturing and suppor ve of all those within the community Provide a happy learning environment in which every student feels safe and has the opportunity to par cipate in all ac vi es • Build posi ve rela onships with each other and #ExpectGreatThings. • • • • •

New Canteen Service!

Please ensure that family contact details are up to date. At mes, o ce sta need to get in contact with parents or carers urgently; however, they are unable to as phone numbers listed have been changed.

Parent-Teacher Informa on Packs – parent responses In con nuing to nurture and support all children we need to be agile and adaptable in these rapidly changing mes. As parents would be aware there may be less than a day of no ce for a year level to change to learning remotely. As a school, we very successfully implemented Remote Learning during 2020. In 2022 Remote Learning has also been prepared and can be implemented if and when needed. We hope that families are also ‘ready’ should this form of learning need to be implemented.

Communica on At all mes communica on is vital for all in our community. The school will also use SEQTA/SMS to alert parents and families to refer to important messages posted by the Leadership Team on Seesaw via ‘Announcements.’ Responding to any whole school announcements can only be made via contac ng the school via phone 9276 1769 or info@infantjeus.wa.edu.au Thank you to all the parents who have downloaded the Seesaw app. to your phone or mobile device as this ensures that communica on can be maintained in a very e cient and e ec ve way including during any unplanned event.

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Class Teachers will con nue to use Seesaw to keep parents informed of class ac vi es. At this me, where parents and community members have only limited me on the school grounds, we are fortunate that we are very well resourced both with digital exper se and devices. This enables us to regularly share with parents learning from the school day in all year levels.

Update Contact Details

This year the annual Parent-Teacher Informa on Night was replaced with a Parent-Teacher Informa on Pack that included a movie presenta on from the class teachers and assistants. This was an adaptable and innova ve approach that was both safe, informa ve and mely for all families. As this plan for Parent-Teacher Informa on had not been a empted before we welcomed feedback from parents regarding this strategy. From the feedback collected the results were very pleasing with over 350 views of the year level presenta ons and 87% of families responding that the digital format was ‘great’.

COVID Update As a school our e orts to provide a safe and healthy school environment over the past two years have been successful because of the generous support of parents and the school community. Thank you for your con nued support, in these rapidly changing mes, as we act on advice from the WA Government and CEWA to ensure a Christ-Centred and Child Focused approach.

Since the onset of COVID-19 it has been expressly reiterated that the response to COVID-19 is rst and foremost a health issue. As a result, Catholic Educa on Western Australia has worked with the Department of Educa on and the Associa on of Independent Schools WA to ensure a comprehensive, collec ve and consistent response to the advice of the State Government and the Chief Health O cer to ensure the safety and wellbeing of every student in every school in WA. Last week the WA government provided informa on for families regarding addi onal measures which have been implemented to minimise the risk of COVID-19 entering or being transmi ed on school grounds, including: • parents and caregivers need to con nue to wear masks on school grounds. • parents will be permi ed on school sites for drop-o and pick-up in outdoor loca ons only • gatherings of parents on school sites should be avoided – this includes a er school ac vi es. • parent teacher interviews will occur online or over the phone • a parent should only a end the school o ce in the event of a signi cant pastoral or welfare issue related to their child; wherever possible interac ons by sta with parents should take place over the phone or via email/online

School A endance

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• All students are required to a end school unless they are unwell or have immunocompromised health condi ons etc (Documenta on to be provided to the school)

• Normal processes for advising the school of a child’s absence will apply for any parent who keeps their unwell child at home. • The safety and wellbeing of all students and sta is our highest priority and as WA is now considered to be in a high caseload se ng we need to remain vigilant and monitor for symptoms. If your child is unwell they should not a end school and if anyone in your household displays any of the COVID-19 symptoms they should seek tes ng immediately, no fy us and isolate un l a nega ve result is received. Please no fy the school immediately of a posi ve test result, and note any communica ons which result will maintain iden ty con den ality. Thank you in advance for your ongoing support and commitment to keeping our community safe.

Learning Con nuity At Infant Jesus School we very successfully implemented Remote Learning in 2020. We have learnt much from this experience and can easily implement this if needed in 2022. Since the beginning of the 2022 school year the sta have spent many hours preparing plans should remote learning be required. We are very grateful and fortunate that our devices are used as tools for learning at school. This learning and the tools that we use can also be implemented at home if needed. As our priority is always providing con nuity in learning for all year levels, an addi onal resource from our planning was sent home with all children this week, with further informa on provided on Seesaw or Teams at a later date, if needed.

School Times Just a reminder our school mes the school mes are listed as follows: 8.30am

Classes Open (children need to be at school) 8.45am School Day Begins 10.30am – 10.50am Recess 12.30pm – 1.10pm Lunch 3.00pm End of School Day It is important that parents are aware of the star ng me of 8:45am. Children are expected to at school by this me ready for the day to commence. All lessons will commence at 8.45am. Classrooms will open at 8.30am each morning. Please be aware that due to the government regula ons surrounding year levels mingling, extra curricula ac vi es including i-Move are on hiatus. In the a ernoon, teachers will supervise the departure of students at the drive throughs and the Library un l 3.20pm. Any child remaining at school a er this me will be required to report to the school o ce and stay there un l they are collected. Please note that the o ce closes at 4.00pm. Thank you for co-opera on in this ma er.

School Calendar There have been a number of events on our school calendar that have been a ected with latest WA advice including the P&F Back to School Picnic. All extra curricula ac vi es where year levels can mingle are unfortunately postponed un l further no ce – these ac vi es include i-Move, Ensemble, Choir, Squad Swimming and HaveSum-Fun Maths. Clubs o ered through the Power of One ini a ve will also be postponed un l a later date.

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The Healthy Lunchbox Parent Workshop has been rescheduled to be held online and we will facilitate a Volunteer Workshop for parents at a later date.

In working with the con nuing updates there may be more changes to the calendar, however, the latest calendar for Term One can be found here. Please also note the Pupil Free Days for 2022 are as published in the Newsle er Week 9, Term 4 2021. • Tuesday 8 March 2022 • Friday 3 June 2022 • Monday 18 July 2022 • Friday 19 August 2022 • Monday 10 October 2022

Year 6 Charter ‘Assembly’ Congratula ons to the Year Six students who, during the last two weeks, created a Leadership Charter to guide their Ministry Work during 2022. This Charter was presented to the school and posted to the Year 6 parents today and is shared here. As recogni on of their leadership role they were also presented with their leadership polos that they will be able to wear each week. Earlier in the week the Year Six classes par cipated in a Leadership Retreat facilitated by 24:7 to assist in preparing them for their work and responsibili es this year. Next week all the Year Six students will be appointed to a Ministry and will commence work focused on Chris an Service, Media, Public Rela ons, Sustainability and Wellness.

We will be celebra ng Ash Wednesday in our classes on Wednesday 2 March 2022. At this stage Fr Greg will lead the liturgy which will take place in the School Hall with only the Year Six classes. To enable all to par cipate, the liturgy will be live-streamed across the school.

Lent Lent commences on Wednesday 2 March and is a me where we have the opportunity to give expression as Catholics to our beliefs. For some of the happy mes in Jesus’ life such as Easter and Christmas are o en the focus for celebra on. As “true believers” we should also pray with him on Holy Thursday, stand by him on Good Friday and join him in prayer and fas ng during the forty days of Lent. When we celebrate Ash Wednesday, in the Catholic Church we commence the season of Lent. It is me of reconcilia on, re ec on and prayer, which prepares us for Easter Sunday. This period we call LENT means ‘spring’, and we celebrate it in memory of the forty days Jesus spent alone praying in the desert. Lent is a me for strengthening our faith, a me to re ect on who we are and where we are going. It is a me for quietness and prayer, a me of penance and medita on, a me to become aware of our strengths and weaknesses. The season of Lent is one of those mes when the Church gives us the opportunity to address the important elements of our lives in a prac cal way.

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Lent provides many opportuni es for people to choose to do renewing ac vi es, such as visi ng, wri ng or sending a message to someone who is lonely, giving up some screen me or something on television, remembering to say our prayers daily and/or as a family, a ending Mass as a family regularly or perhaps even making the Sta ons of the Cross throughout the period of Lent. We need to remember that if we are choosing to do something this Lent it needs to lead us to a posi ve change, which in turn has a posi ve e ect on the people who are in our lives each day.

As we prepare for this season of Lent consider how you will renew your Chris an commitment and express Christ’s message of love, care and forgiveness?

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.

The 2022 Annual Fee Statements were sent home last week. If you have not received your fees, please contact the school o ce. It is a requirement that the Payment Op on Form, which accompanies the fees, is returned to the o ce by 21 February 2022. If you are in possession of a valid Health Care Card/Pensioner Concession Card, please present your card and ll in the HCC Applica on Form as soon as possible. This card must be in the name of the parent responsible for paying fees. Should you have any queries please contact the school o ce.

Canteen service 2022 Infant Jesus School, through Chisholm Catholic College, has provided a Canteen service for 2022 on Monday, Tuesday and Thursday for lunch. It has been fantas c to see the orders double from the rst day to the second day of ordering. We hope that families are enjoying the extensive menu and that many families nd ordering easy as the app is the same for both schools.

Infant Jesus Family Congratula ons to the Catalano family (Alessia- 2W, Olivia 6B) on the arrival of a baby girl, Valen na. Congratula ons to the McQuillan family (Harper -PPW. Hunter- 2W) on the arrival of a baby boy, Haines. Congratula ons to the Townsend family (Zara- 1B) on the arrival of a baby boy, Michael. May they bring your family lots of joy and love! Congratula ons to the Tu lli family (Orlando -PKB) on the arrival of a baby boy, Ra ael.

From my readings

Riding the COVID waves Michael Grose – Paren ng Ideas The disrup on caused by the pandemic con nues, with the scale of its impact dependent on geography. Families in three of the na on’s states are no strangers to lockdowns and the disturbance they bring to normal life. Regardless of where you live, the sense of the pandemic is always present, ready to disrupt daily life at short no ce.

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We crave connec on and certainty Human beings crave certainty and human connec on, both of which are severely impacted by the current pandemic. Just when life appears to return to normal, COVID case numbers can are, sparking changes to our daily lives. As demonstrated by the massive increase in people seeking psychological support services over the last 18 months, these are di cult mes for us all. ti

School fee plans 2022

Every family has its own COVID related story consis ng of loss, disappointment, hardship, frustra on of some kind. While there is no magic bullet that will make living through these uncertain mes easy, here are some strategies to help you and your family stay upright while you ride the COVID waves of uncertainty and change. Model a coping mindset Let’s start with a coping mindset, the hardest and most important strategy. The leader in any group is the person who remains calm in a crisis, so as parents we need to do all we can to keep our acts together, or at least look like we are in control. Kids of all ages, but especially primary-aged students, take their cues from parents, the most important people in their lives, about how to view events. If catastrophising, anxiety and anger are modelled, then inevitably younger family members will mimic these behaviours. More signi cantly, these behaviours contribute to their feelings of lack of control. Alterna vely, when acceptance, perspec ve and op mism are on display, kids learn how they can cope with uncertainty and change. This is not to suggest that parents aren’t struggling, and that we shouldn’t show our vulnerability to children. However, children and young people feel safer and more secure when their parents radiate a sense of calm and composure in the face of di culty. Challenging, but essen al. Act like a middle born Despite the nega ve press that middle-borns receive including ‘middle child syndrome’, and ‘middle-child complex’, this cohort is generally very resilient. Their exibility as a result of ng into a life pa ern set by an elder sibling enables them to more easily adapt to change. O en considered less ambi ous and driven than rst-borns, middle children generally expect less of themselves, and are more inclined to bide their me, le ng the big waves pass before riding the more accessible, easier waves to achieve success. Birth order research reveals that middle children tend to have broader social circles than children born in other posi ons enabling them to form social connec ons in many di erent se ngs. Their adaptability, lowering of expecta ons and wonderful approachability are examples of how to survive challenging mes. Embed wellbeing strategies into family life If ever there was a me to make wellbeing come alive in a family, it’s now. If you have previously believed kids’ wellbeing is less important than homework, music or sports lessons and chores then it’s me for a priority rethink. Mental health prac ces are most successful when they are embedded into family life, rather than being focused on when life gets hard. While no means limited to these, the most signi cant wellbeing prac ces include s cking to daily rou nes (to maintain feelings of control), taking regular exercise (to get rid of built-up stress and promote feel-good endorphins) and priori sing sleep (to maximise the brain’s capacity to manage stress).

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Only sweat the big stu If you nd that you’re arguing with your child over minor issues such as leaving clothes around the house, then it’s me to let the small stu go and focus on the bigger issues. You may need to set the paren ng bar a li le lower, focus less on academics, even relax screen me limits for a me if they are a source of con ict. Expect behaviour blow outs from children who have lost their own bearings - in some cases access to

friends, school, and schedule. Give kids space if they regress, rather than reward tantrums with plenty of your a en on, which will reward and keep the behaviour going. Connect with your village Are you an introvert or an extrovert? What about your kids? It ma ers because each group reacts di erently during lockdowns. Those on the introvert end of the spectrum can feel a li le too comfortable being home and away from work or school. Scheduling regular digital catch-ups with friends and family can overcome reluctance to connect. Extroverts, on the other hand, can really struggle being away from friends and need li le encouragement to stay in touch, which is vital during mes of uncertainty. There are no hard and fast rules about living through this pandemic. COVID didn’t come with a ‘how to’ manual, so most of us are wri ng our own rules as we go. Embrace any ideas that work for you and your family and let go of those that aren’t right for you. Be mindful, that the de will eventually turn, the waves more predictable and our capacity to deal with hardship will have been enhanced by this experience. Michael Grose – Paren ng Ideas

Prayer Loving God, You call us to be people of commitment; making a di erence in our world through our work in this school and in this community. Guide and strengthen us that we may follow the example of Jesus with our head, our heart and our hands. As we go about each day, As we strive to walk with Jesus. Open our eyes to the needs of those around us. May others always see kindness and care through our words and ac ons. May your grace, mercy and peace, Bless us, keep us and transform us all, This day, now and forever. Amen

Have a lovely week,

Clare Mo at Principal

Assistant Principals' Corner Virtual Assembly – Merit Cer cates in Class As a school we have been making great use of our technological exper se and resources. Today the following students were presented with a Merit Cer cate to recognise their e ort and achievement since the beginning of the 2022 school year.

Congratula ons to the following students

Watch the assembly here: h ps://youtu.be/AO9ZdcXDh4g

Drive-Thru Thank you to all Families with children in Years 1-6 who are using the two drive-thrus when picking up their children in the a ernoon. We are very grateful for your pa ence and assistance. As in previous years, all families with children in Year Six are asked to collect their children from the Russell Street drive-thru. All other families are also welcome to collect their children from this drive-thru. Today during our Virtual Assembly we recognised our families for using the drive through/kiss and drop. This simple ac on has greatly assisted in keeping our community healthy and safe.

Thank you!

How do you explain what COVID-19 is to a child? Children have a right to know what is going on, but as adults we have a responsibility to protect them from distress. There are ways to talk to children that will help limit their fears and address their concerns • Use age-appropriate language. • Show you are listening and their concerns are important to you. • Explain you haven’t been through anything like this either but you know the world will keep spinning and the sun will come up each day. • Remind them you are there to look a er them. • Tell them if we listen carefully to advice and put one foot in front of another, it will be okay. • Let your children know that we are in the best possible posi on to ght this disease. • Explain that Australia has done a very good job of controlling the virus. The experts here are being guided by other countries where they have been though this and are now ge ng over it. We will too. • Remind them that there have been pandemics across history, the experts know what to do, and the disease will run its course (as all epidemics do).

Words you can use to talk to young children about COVID-19 It can be hard to know how to explain COVID-19. These are some ideas you can put into your own words to suit the age and stage of your child. •

Germs are ny organisms that live in our environment and can make us sick if they get in our bodies.

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You cannot see germs with your eyes (only under a microscope). They are a bit like chilli. You cannot see chilli on your hands but if you lick your ngers or touch your eyes you will know it is there!

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The germ that causes COVID-19 spreads easily from person to person and infects the breathing system, our nose, throat and lungs.

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It is passed from person to person through ny droplets when people cough or sneeze.

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These droplets can be breathed in by others – which is why we should try not to get too close to others and cover our sneezes and coughs with our arm or a ssue. Then wash our hands.

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The droplets might land on surfaces, like phones, door handles, tables and hands. If we shake someone’s hand or touch these things and then touch our eyes, mouth or nose, the germ can get inside us.

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We need to try not to touch our face, avoid shaking hands and wash our hands o en, especially before ea ng (when we put our ngers to our mouth).

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Most kids won’t get very sick if they get COVID-19. If they do it will be a bit like ge ng a cold.

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The disease is more serious in old people and those that have other sicknesses already.

The following link is to an ebook called “My Hero is You”. It is a book wri en for children around the world a ected by the COVID-19 pandemic. “My Hero is You” should be read by a parent, caregiver or teacher alongside a child or a small group of children

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h ps://interagencystandingcommi ee.org/system/ les/2020-04/ My%20Hero%20is%20You%2C%20Storybook%20for%20Children% 20on%20COVID-19.pdf

Sound Waves Sound of the Week! Week 4 - K We usually use ck for a er short vowel sounds at the end of singlesyllable words (e.g. back, check, kick, sock, luck). 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 usually use c for a er at the end of words with more than one syllable. (e.g. public, music, garlic, tra c, electric). (Helpful Hint) We o en use k for before e or i (e.g. keep, ke le, kiss, king , skip). Before other le ers, we o en use c for (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) In words with , we usually use q for and u for (e.g. quit, queen, quack, squid, squash). (Helpful Hint) 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 5 - E E is used at the start and in the middle of words, but never at the end of words (e.g. e ort, le uce). 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 .

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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 Shrove Tuesday

Tuesday 1 March is Shrove Tuesday. Shrove Tuesday has been celebrated over 1000 years and marks the start of Lent. Lent is the me before Easter and lasts for 40 days. Shrove comes from the wordshriven- which means to forgiven. It has

become a tradi on in some families to eat pancakes on Shrove Tuesday. This is because it allowed people to use up fats and sugar before the fas ng me of Lent.

The Gospel Each week we listen to the Gospel. The Gospel tells us the good news of Jesus Christ’s coming and dying for our sins. The Gospels of Mathew, Mark Luke and John are four books in the New Testament.

Luke 6:27-37 - Sunday 20 February Jesus said to his disciples: "This is what I say to all who will listen to me: Love your enemies, and be good to everyone who hates you. Ask God to bless anyone who curses you, and pray for everyone who is cruel to you. If someone slaps you on one cheek, don't stop that person from slapping you on the other cheek. If someone wants to take your coat, don't try to keep back your shirt. Give to everyone who asks and don't ask people to return what they have taken from you. Treat others just as you want to be treated. "If you love only someone who loves you, will God praise you for that? Even sinners love people who love them. If you are kind only to someone who is kind to you, will God be pleased with you for that? Even sinners are kind to people who are kind to them. If you lend money only to someone you think will pay you back, will God be pleased with you for that? Even sinners lend to sinners because they think they will get it all back. "But love your enemies and be good to them. Lend without expec ng to be paid back. Then you will get a great reward, and you will be the true children of God in heaven. He is good even to people who are unthankful and cruel. Have pity on others, just as your Father has pity on you. "Don't judge others, and God will not judge you. Don't be hard on others, and God will not be hard on you. Forgive others, and God will forgive you.”

The kingdom God wants is a kingdom of love, compassion, forgiveness and generosity. This is quite di erent from the world we live in. So what needs to change? Imagine that you are in charge of the world. What would it look like? How would people treat each other? Would there be any people living in poverty? What would the environment look like?

Luke 6:39-45 - Sunday 27 February Jesus used some sayings as he spoke to the people. He said: "Can one blind person lead another blind person? Won't they both fall into a ditch? "Are students be er than their teacher? But when they are fully trained, they will be like their teacher. "You can see the speck in your friend's eye. But you don't no ce the log in your own eye. How can you say, 'My friend, let me take the speck out of your eye,' when you don't see the log in your own eye? You show-o s! First, get the log out of your own eye. Then you can see how to take the speck out of your friend's eye. "A good tree cannot produce bad fruit, and a bad tree cannot produce good fruit. You can tell what a tree is like by the fruit it produces. You cannot pick gs or grapes from thorn bushes. Good people do good things because of the good in their hearts. Bad people do bad things because of the evil in their hearts. Your words show what is in your hearts.” Can you think of a me when you might have judged another person? What happened?

Can you think of a me that someone has judged you unfairly, or misunderstood what you were trying to do? How did it feel?

Year Three

How we share God’s love . . . To celebrate Valen ne’s Day this year the Year 3 students learned about the history of St Valen ne. They then brainstormed ways they can share God’s love with others and make a di erence in the world. The students then thought of a special way that they can spread God’s love in their everyday lives and wrote this on their hearts. It was wonderful to see everyone re ect and think about the ways they can show love to one another. “I can spread love by being nice and complimen ng others.” - Joseph. “I can spread love to the worlds by showing good manners.” - Roman.

“I can spread the love by being respec ul to others.” Harper D.

Class News Year 4 Self Portrait Art This term in Art we have been honing our art sketching and shading skills. Our project was to draw the other side of our face, speci cally drawing a en on to the ner details of our facial features. We needed to make sure our eyes, nose and mouth were symmetrical. “I liked how we got to sketch and make our face look realis c”. -Brody “I enjoyed doing the art because we learnt about symmetry”. - Ava

“It was really fun trying to get the drawing exact but I s ll found it challenging at the same me.” - Harper

Child Safe Framework at Infant Jesus

Safe School Framework

The person of each individual human being, in his or her material and spiritual needs, is at the heart of Christ’s teaching: that is why the promo on of the human person is the goal of the Catholic school. Congrega on for Catholic Educa on 1997, par 9. The Child Safe Framework and the Code of Conduct are clearly linked as both focus on the safety and well-being of our children. At Infant Jesus School the purpose of the Code of Conduct is to describe minimum standards of conduct in all behaviour and decision making to ensure the safety and well-being of students. The Code applies to sta , students, volunteers, parents and guardians and all who come to our school. The term ‘parents’ includes guardians. Infant Jesus School has a Code of Conduct in place, and as parents, you sign this and agree to this. All sta are required to adhere to the Code of Conduct. Conduct Statement One Conduct Statement 1: You act safely and competently. Guidelines 1. You are expected to put the safety of students ahead of every other relevant but secondary considera on. 2. In doing so, you are expected to act within the scope of your exper se 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 posi on in the school community for the provision of safe and competent student educa on. It is your responsibility to maintain the competence necessary to ful l your role. Maintenance of competence includes par cipa on in ongoing professional development to maintain and improve knowledge, skills and a tudes relevant to your role in your school.

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5. You recognise that the Principal, sta , 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 conduc ng yourself in all things such that there is no specula on, doubt or ambiguity that you do so in the best interests of students. You must take reasonable steps to avoid situa ons where your decisions or behaviour could be interpreted as pu ng students at risk. You must also no fy the Principal as soon as possible if you found yourself in such a posi on of ambiguity so that you can explain the circumstances.

6. You recognise each student’s and their parents’ right to receive accurate informa on; be protected against foreseeable risk of harm; and be involved in and informed about decisions in rela on to their educa on.

Safe School Framework

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 no fy an appropriate person or the Principal of any informa on relevant to maintaining student safety and well-being, or any observa on of ques onable, 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 informa on 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 limita ons, 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 con den al report to an appropriate authority 11. You perform du es in partnership with parents and school sta and in accordance with the standards of your profession or industry (e.g. Teachers Registra on Board) 12.You perform du es in accordance with wider standards rela ng to safety and quality in educa on and student care and responsibility for a safe school, such as those rela ng to occupa onal health and safety, mandatory and cri cal incident repor ng, and par cipa on 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, emo onal and mental safety. 14.You seek advice, assistance and second opinions from experts and Principal as necessary.

Sta Example of Speci c Behaviours but not limited to:

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Sta to always have visitors sign in and be in their line of sight at all mes, eg. Incursion presenters, speakers, past parents, sta family members etc Sta to obtain permission from Leadership Team for visitors to be on the school site Sta members to always be the last person o 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 sta must have doors and blinds open to enable visibility by others.

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Safe School Framework

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Two sta members in Early Learning Years to be present when children need to be changed/cleaned a er soiling themselves. Sta to take responsibility for ensuring their individual WWC and TRBWA requirements are up to date and current. Sta to be fully aware of where the children in their care are at all mes ie going to toilet, going for messages, etc. Sta not to drive students without parental permission, always have students in the back seats (if two students) and when transpor ng individual students have them sit behind the driver. Sta not to engage with students/parents through any social media. Excursions – school policy to be followed

Parents Example of Speci c 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 dura on of the day/long periods of me. Parents to use toilets with disabled access only. All parent helpers to have completed our Infant Jesus School Volunteer Workshop When assis ng in the classroom parents to work with groups of students, rather than one on one. Parents to sign children out at the o ce and secretary to call class for children to come to o ce to be collected.

Students Example of Speci c Behaviours but not limited to: • •

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Students to be educated in Protec ve Behaviours through the Keeping Safe Program. Students to be informed that the school rules are in place to keep them safe rather than for disciplinary reasons; however, there will be consequences for rules not followed. Students need to be made aware of what appropriate interac ons with adults look and sound like.

Volunteers Example of Speci c Behaviours but not limited to: • • • •

Volunteers to always be in the line of sight of the teacher at all mes. WWC required in all cases with the excep on of Secondary School Volunteer/Community Service students. Secondary School Volunteer/Community Service students are to be supervised at all mes. All visitors must wear a clearly visible badge indica ng that they are a visitor to the school, whilst on the school grounds.

Visitors Example of Speci c Behaviours but not limited to: •

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All visitors must sign in and out at the O ce and be accompanied by a sta member at all mes, with the excep on of CEWA sta , School Nurse, Therapists, etc. All visitors must wear a clearly visible badge indica ng that they are a visitor to the school, whilst on the school grounds.

ffi

• Student Teachers to be made aware of what is appropriate/inappropriate interac on with students.

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Informa on Technology

Safer Internet Day/Week Celebrated in 170 countries, Safer Internet Day is designed to bring the world together to make the internet a safer, more posi ve place. As a school community, we supported Safer Internet Day 2022 by showing the world that online abuse has no place in our society. By using eSafety resources, our school is helping our students have safer, more posi ve experiences online. Our school implements policies and processes to protect our sta and students and we encourage them to report online abuse.

Our school is commi ed to raising online safety awareness in our community and helping young people build posi ve online rela onships.

Pre-Primary In Pre-Primary our students discussed what the internet is and how we access the internet. They watched a short anima on about a li le girl who didn’t ask to use the computer and then ran into trouble when pop-ups appeared all over her screen. This prompted the discussion that if something goes wrong or something scary appears the children can ask parents/teachers/adults for help.

Year One The Year One students read Swoosh, Glide and Rule Number 5. They discussed how Swoosh didn’t ask to use the iPad and that everyone must ask to use technology.

Year Two The Year Two children read ‘The Internet is like a Puddle”. They explored how the internet can be fun but some mes other things appear. Just like when something scares or worries them in the playground, they nd an adult for help, if something scares or worries them online they need to tell an adult so they can help them.

Year Three

Our Year Three students read the picture book, ‘Goldi-locks -a Cau onary Tale.’ They then learnt how before taking a picture they need to ask the persons permission to post it online/use it digitally. This is especially important since anything that is posted online could be there forever.

Year Four Our Year Four students learnt that whatever is posted on the internet they should expect to be there forever. They then undertook an ac vity using toothpaste to represent this fact.

Year Five The Year Six students explored the acronym, “T.H.I.N.K. to help them remember how to be responsible online. They also par cipated in a ball ac vity involving gli er and vaseline.

Year Six

The Year Six children know about dangers online and how that they need to be smart. Just like they wouldn’t talk to strangers at a park, they know not to talk to strangers online. Using the acronym SMART, they created a interac ve poster to remind themselves of this

P&F and Community News

2022 Netball Club Please register your child’s interest for netball with Sarah Ruggiero at ruggiero@westnet.com.au or 0412 271 269.

Violin Lessons Keyed Up Music are now o ering violin lessons! If your child is interested please contact Savanna on 0479 171 424.

Keyed Up Music Lessons Keyed Up Music will be teaching guitar, keyboard, violin, woodwind and drum lessons this term during and a er school. Lessons start from $19.80 for a small group lesson and from $24.75 for individual lessons. If you are interested in your son / daughter learning an instrument, ring Savanna on 0479 171 424 or enrol at www.keyedupmusic.com.au/enrolment_form

Containers for Change Infant Jesus P&F has now registered for a Scheme ID for Containers for Change. You can take your eligible cans, bo les and containers to your nearest recycling centre and our school can earn 10c for every item deposited. Save this Barcode into your phone/device and scan it at the recycling centre to donate Learn Guitar, Keyboard, Violin, your money to Infant Jesus Woodwind & Drums at . . . School. Infant Jesus PS!

Prices per lesson: group lesson from $19.80 and individual lesson from $24.75 Held During and after school

Enrol online at . . .

Enrol at www.keyedupmusic.com.au/enrolment-form

Phone: 0479 171 424 Email: enquiry@keyedupmusic.com.au Web: www.keyedupmusic.com.au

17 Smith Street, Morley Western Australia 6062 29 9276 1769

info@infantjesus.wa.edu.au