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TERM 2 WEEK 6 Sacramental Program - Conﬁrma*on Na:onal Reconcilia:on Week #ExpectGreatThings @ Infant Jesus School

2 June 2022

Important Dates 3 June

Pupil Free Day

6 June

Western Australian Day Public Holiday

8 June

Conﬁrma=on Reconcilia=on

9 June 11 June

Assembly (Year 2) Conﬁrma=on Mass (6.00pm) Conﬁrma=on Masses (11:00am and 2:00pm)

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

3 FROM THE PRINCIPAL Sacramental Program Conﬁrma=on Na=onal Reconcilia=on Week Contemporary Learners

12 ASSISTANT PRINCIPALS’ CORNER Na=onal Reconcilia=on Week Sounds Waves Merit Awards

15 WE ARE CALLED The Sacrament of Conﬁrma=on

CLASS NEWS

SAFE SCHOOL FRAMEWORK

INFORMATION TECHNOLOGY

Conduct Statement 5

Safe Sharing

Year Six News Year One News Sport News Healthy Ea=ng News

28 COMMUNITY NEWS Cross Country Carnival LifeLink Day Free Parent Workshops

From the Principal Dear Parents Last week it was fantas/c to gather as a community for the ﬁrst assembly for 2022. Gatherings such as these are important /mes for learning to be shared, for achievements to be acknowledged and for everyone in our community to share informa/on in a more interac/ve and personal way.

COVID-19 Update

Opportuni/es to gather and to celebrate are valuable for crea/ng and strengthening connec/ons within the school. Next week, as a Catholic community, many families will be involved in suppor/ng and celebra/ng a signiﬁcant occasion in the faith journey of the Year Six students when they are conﬁrmed. Sacramental celebra/ons also take place in Year Four (Eucharist) and Year Three (Penance/Reconcilia/on) later in the year.

Suppor&ng the Parents in the Faith Educa&on of the Children The primary role of a Catholic school is to support parents in the faith educa/on of their children. Parents play an essen/al role in the life of the school and contribute in many posi/ve ways to the educa/on of their children. Our Religious Educa/on program is based on the Religious Educa/on Curriculum produced and issued by Catholic Educa/on WA with the approval of the Archbishop of Perth and and the Catholic Educa/on Commission of Western Australia. Parents are encouraged to

Sacrament of Conﬁrma/on

Na/onal Reconcilia/on Week

aXend the various Masses and prayer services, that are an integral part of life in a Catholic school. No/ces of school and class Masses and prayer services are on the term calendar. During 2022, the pandemic and the health and safety of all con/nues to guide our planning. We are reminded that as parents, we have made a conscious decision to send our child/ren to a Catholic school. Therefore, when we enrol our children in a Catholic school we agree to: • Be suppor/ve of a full Catholic educa/on • Support the educa/onal and spiritual program of the school • Be ac/vely involved in the life of the school. At this par/cular /me of the year, we are called to keep in mind the Year Six students, their families and teachers who are preparing for the Sacrament of Conﬁrma/on. This is a most signiﬁcant /me for each individual child and one of the most special celebra/ons and gi]s that they have the opportunity to receive.

Sacramental Program Confirma&on Next week, on Thursday 9 June and Saturday 11 June, the students in Year Six will receive the Sacrament of Confirma/on. This is a very significant /me in their lives and in their faith journey. It is also a very important /me for their families, their teachers, the school and the parish community. As the Year Six students receive the Sacrament of Confirma/on, they are acknowledging their willingness to be witnesses in sharing their faith and will answer their calling as an adult. The Sacrament of Confirma/on is one of the three Sacraments of Ini/a/on. Today, students usually receive this Sacrament a]er Bap/sm, Penance and Eucharist. The Religious Educa/on Programme taught at all Catholic schools, highlights different aspects of this Sacrament that is appropriate to

the year level, therefore, all the Year Six students, have been preparing, in many ways, to receive this Sacrament for many years. This year, Fr Greg will be presiding over each Mass. The Sacrament of Confirma/on is the celebra/on of our anoin/ng, our ‘commissioning’ by the Holy Spirit to love as Jesus loved. We are “sealed with the Gi] of the Holy Spirit”. The Gi]s of the Holy Spirit are the life of Jesus within us. When we live the gi]s of Wisdom, Counsel, Piety, Understanding, Knowledge, For/tude and Fear of the Lord we will are following the example of Jesus. We also share the fruits of the Spirit, seen in the Joy, Love, Peace, Pa/ence, Kindness, Goodness, Trusfulness, Gentleness and Selfcontrol throughout our lives. We thank our Parish Priest, Fr Greg and our teachers, Mr Silla, Miss Myles and Miss McMullen who have spent many weeks organising the Confirma/on programme which has included online mee/ngs, Commitment Masses, a Parent and Child Workshop, a Retreat, Reconcilia/on and daily lessons at school. We also acknowledge and thank the Parish Sacramental Team, led by Mrs Theresa Choo and supported by Mrs Sue Goodwin for their efforts and organisa/on in preparing the students and organising the many Parish volunteers for this wonderful Sacrament and celebra/on. We wish all Confirma/on candidates and their families many blessings as they celebrate the Sacrament of Confirma/on on Thursday 9 June at 6.00pm Saturday 11 June at 11.00pm Saturday 11 June at 2.00pm

Physical Educa/on Curriculum and all children in Year One - Year Six are encouraged to par/cipate. The aim of the carnival is par/cipa/on, so all children are encouraged to give it a go. More informa/on is shared in this NewsleXer and via Seesaw.

School Camp Na&onal Reconcilia&on Week Tomorrow is the last day of Na/onal Reconcilia/on Week 2022 which has been a /me for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconcilia/on in Australia. The Na/onal Reconcilia/on Week 2022 theme, “Be Brave. Make Change” is a challenge to all Australians— individuals, families, communi/es, organisa/ons and government—to Be Brave and tackle the unﬁnished business of reconcilia/on so we can Make Change for the beneﬁt of all Australians. As a community of learners we have con/nued to increase our knowledge and awareness during this week. This learning is maintained through ongoing interac/ons and experiences throughout the year.

Fac&on Cross Country The Infant Jesus School Fac/on Cross Country Carnival will be held on Friday 10 June 2022. Currently the children are preparing for the carnival during Physical Educa/on lessons, at iMove and at i-Run. I-Run is an exci/ng new ini/a/ve for 2022 that has commenced this term to support health, wellbeing and ﬁtness. Students are very welcome to join i-Run on at Peter’s Place one Wednesday and Thursday from 8.10am. Long distance running is an integral part of the

Congratula/ons to the Year Six students and all the teachers who aXended the Year Six Camp at Woodman Point two weeks ago. Their /me was ﬁlled with learnings and challenges both individually and collec/vely. Camp is wonderful experience for all students as they learn new skills and develop a sense of autonomy and trust in their decisions. As lifelong learners the opportuni/es provided at Camp enable them to grow as individuals by allowing them to take risks, ‘have a go’, and share their gi]s and talents to help others. It was fantas/c to see the enthusiasm and excitement of all the Year Six students during my visits a]er school. It was also very rewarding to see that during Camp students were • developing their leadership skills, • building and developing new friendships, •building personal competences such as self iden/ty, self worth, self-esteem and self respect and •were also able to par/cipate in ac/vi/es that perhaps they had never experienced before Congratula/ons also to the staﬀ - Mr Daniel Silla, Miss Melissa Myles, Miss Sandra McMullen, Mrs Lauren Jenkins, Miss Anna Piazzola and Mr Frank Colangelo for their fantas/c organisa/on and leadership in both the prepara/on prior to camp and their commitment and enthusiasm during every aspect of the three days.

Contemporary Learners As Contemporary Learners in our school community we have been very adaptable and crea/ve in 2022 and have o]en used technology to support our needs. This has included live streaming an Ash Wednesday liturgy and the Year Six Camp Informa/on Evening, recording Parent Informa/on presenta/ons for the first week of school and the Confirma/on Parent Informa/on Session. Within the school day a contemporary learning approach is personalised, responding to the learning needs, interests and experiences of each student. Contemporary learning aims to empower students with the knowledge, skills and capaci/es to respond crea/vely to the challenges of their world. Today’s world promises new educa/onal opportuni/es for our students and we strive to develop an enhance new technologies and learning styles that will empower all children to flourish. At Infant Jesus School, we believe in: • Providing opportuni/es for children to work in flexible learning spaces that accommodate their individual learning styles. • Encouraging movement and interac/on where the role of the teacher facilitates and supports learning. • Children making decisions and choices to suit their learning needs. • A rich curriculum that engages the contemporary learner. • Children working independently and collabora/vely and taking ownership of their ac/ons. • A culture of learning that builds capacity to deepen insight and meaning. • A pedagogy designed to empower the learner. • A learning community built on strong partnerships that connect, challenge and collaborate to #ExpectGreatThings As we view our classrooms and year levels this week we see contemporary learners in; Pre-Kindy by using a mixture of digital and physical felt shapes to make a picture. Kindy crea/ng a mixed media habitat out of loose parts for their plas/cine Australian animal. Pre-Primary have been retelling fairytales with block construc/on. Year One illustrated what they thought buildings of the future may look like. Year Two have cooked different cuisines as they learn about the seven con/nents. Year Three students create interac/ve, alterna/ve ending stories. Year Four where students are programming Ozobots to follow one of Captain Cook voyages. Year Five who have been app smashing to create fake news ar/cles. Year Six as students create digital scrapbooks to recount camp adventures. In Science by using digital technologies to capture the growth of meal worms. In Music as students used Clips and Garageband to create sound tracks. In PE when children reflected on their movement skills by analysing videos of them performing a skill. In Chinese where students have taken photos of their body parts and labelled them in Chinese.

COVID Update Return to school following a posi&ve result WA Health has provided a reminder of the direc/ons regarding Returning to school following a posi&ve result.

These direc/ons state that: You must isolate for seven (7) days a]er you took the test that resulted in you becoming a diagnosed person unless you have symptoms on day seven. Note, seven days means seven complete days a]er the test was taken (7 x 24-hour periods). For instance: • Student A takes a COVID-19 test at 11.45am on Monday 23 May 2022. • Student A’s test result is posi/ve. • Student A must con/nue to isolate for seven 24-hour periods. • Student A may leave isola/on at 11.45am on Monday 30 May 2022 as long as Student A is symptom-free. The COVID-19 Self-Repor/ng Portal will provide a date es/ma/on for schools consistent with the WA Health direc/on. Many staﬀ are choosing to con/nue to wear a mask at school and parents can also choose for their children to wear a mask whilst at school. Families are welcome to collect their RATs from the Administra/on Area either in the morning (8.00am 9.30am) or the a]ernoon (2.30pm - 4.00pm)

Lifelink Lifelink Day this year will be oﬃcially launched on Wednesday 8 June 202 via a webcast. On this day both Archbishop Timothy Costelloe and Auxillary Bishop Don Sproxton will present informa/on about the work of Lifelink in the Perth Archdiocese and the history of Lifelink and the many agencies Lifelink supports. During the life presenta/on students have an opportunity to ask ques/ons and to learn from the ques/ons of students from many other Catholic schools in the Archdiocese. The LifeLink Day Schools Ini&a&ve was established in 1999 to Promote understanding of the Church's response to people in need within the community; • Ins/l in Catholic students aXending Archdiocesan Schools, a sense of responsibility for caring for • those less fortunate; Provide educa/on and informa/on of the work the LifeLink social service agencies , which help many • thousands of Western Australians in need each year. Encourage a "prac/cal demonstra/on of Faith" by asking students, teachers and schools to organise a • special fundraising event for LifeLink Day, with the proceeds aiding people in real need within the community. At Infant Jesus School to support the work of Lifelink we will be having Crazy Hair Day. Ac/vi/es as a class or whole school and a fundraising on Friday 24 June 2022.

Staﬃng At the end of this term we farewell and wish Lang You Shi all the best as she moves to New Zealand to teach in a school from the beginning of Term Three 2022. Fay has been at Infant Jesus School since the beginning of 2021. During her /me here she has inspired us in many ways by sharing her knowledge of the Chinese language through her teaching and through many innova/ve and crea/ve ideas greatly enhanced the students and staﬀ

awareness of many more aspects of the Chinese culture. Fay has also been very proac/ve in further developing our rela/onship with our sister school in China – especially as she is able to converse fluently with the staff at the school. Infant Jesus School has greatly benefiXed from Fay’s exper/se, enthusiasm, crea/vity and generosity. We wish her all the very best in her new role in NZ.

Code of Conduct A reminder that every member of the Infant Jesus School community must behave in the manner described in our Code of Conduct. Our Code is like the 40km/h speed limit outside our school in the mornings and a]ernoons. It defines behaviours that keep our students safe: at school, and elsewhere. Children and young people surrounded by adult and peer behaviours described in the Code are more likely to recognise and choose healthy rela/onships for themselves. We each keep our students safe by following our Code of Conduct, and encouraging and reminding each other to do so. For Staff, our Code of Conduct is a lawful direc/on and forms part of their employment agreement and for parents, compliance is a condi/on of your entry to school premises. There are twelve Conduct Statements in the Code of Conduct that everyone must adhere to. Specific informa/on and examples for Statements 1, 2, 3 and 4 have been included in previous newsleXers in 2022. Further informa/on will con/nue to be included throughout the year with informa/on rela/ng to Statement 5 included in this newsleXer.

Student Code of Conduct Included in the Safe School Framework sec/on of each NewsleXer is informa/on regarding the CEWA Child Safe Framework and the Code of Conduct. There are twelve Conduct Statements with examples for Staﬀ, Parents, Students, Volunteers and Visitors. The purpose of the Code of Conduct is to describe the minimum standards of conduct in all behaviour and decision making to ensure the safety and well-being of students. In following the CEWA Child Safe Framework recommenda/on and guidelines to support the safety and well-being of all students Infant Jesus School also has a Student Code of Conduct. All students are familiar with the aspects of the Student Code of Conduct which focuses on Support, Safety, Respect, Inclusion and Conﬁdence. Students, at their developmental level, are able to recognise how they are responsible for their ac/ons and words and how they can also support their peers to further enhance their well-being and awareness of safety in our school environment.

Term Two Calendar Tomorrow 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.

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 ﬁll 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 aXendance 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 oﬃce.

Pre-Kindergarten 2022 The Pre-Kindergarten children are now aXending a full day program every Tuesday for the remainder of the year. The half-day program con/nues unchanged and takes place each Thursday morning. For further informa/on please contact Cheryl at the school oﬃce on 92761769.

From my readings Helping kids build las&ng happiness Dr Jodi Richardson – Paren/ng Ideas When asked, “What do you want most for your kids in life?” most parents answer “to be happy”. While much of what has influenced kids’ mental health and happiness in recent years is outside the realm of influence, their long-term happiness is something you can cul/vate by implemen/ng and teaching happiness habits and prac/ces. Following is an important selec/on of these represented them by the acronym FLOURISH. Flow Flow is the experience where kids lose all sense of /me. When in flow they’re beau/fully engaged in their ac/vity, an experience o]en described as being ‘in the zone’. If flow is to be experienced, children and young people need to have an appropriate level of skill to rise to the challenge at hand. When the balance is just right flow feels wonderfully sa/sfying and produces happiness. Laughter and play Laughter makes kids happier while at the same /me helps them breathe more deeply, calming their nervous system and reducing stress. Research shows that the number of /mes kids laugh each day reduces as they get older. The same applies to play. You can change that by crea/ng ample opportuni/es for both. Games like Pic/onary and Pie Face /ck both boxes!

Intensive exercise Kids need at least an hour a day of exercise, preferably outside and including high intensity fun. Exercise promotes the produc/on of ‘feel-good’ chemicals which boost happiness and helps reduce the stress response. Help your kids make connec/ons between the ac/vity they do and how good they feel during and a]erwards to encourage exercise for life.

Op&mism Op/mis/c thinking can be taught and has been shown to reduce the likelihood of depression. A great strategy to teach kids relates to 3 Pspersonal, pervasiveness and permanence. When things go wrong help your kids to understand that what happened is not personal, pervasive (a tendency to spread) or permanent. Unite for family meals This is a game changer! More family meals together equate to beXer grades, fewer depressive symptoms, less adolescent smoking and less drinking of alcohol among kids. Family meals also bring families closer, strengthening rela/onships which are at the heart of lifelong happiness. Rela&onships Having more friends and good rela/onships is a strong predictor of happiness in childhood and beyond. You can help boost your kids’ social networks by opening your home to their friends and encouraging your kids to spend /me with friends from a variety of social circles. Connec/ng in-person and online helps bolster kids’ friendships.

Self-regula&on Kids’ ability to self-regulate is an important piece of the happiness puzzle. Their ability to delay gra/ﬁca/on predicts their ability to cope beXer with frustra/on and stress. Help your kids build self-regula/on skills in a variety of life domains including ea/ng and drinking, sleep, play, screen/me, homework and catching up with friends. Helping others Lifelong happiness stems from how we think and what we do, rather than from what we have. Being kind makes kids happy and you can nurture kindness in your kids through what you do. Genuine compliments, handwriXen notes of thanks, saying good morning to a stranger or even picking up liXer are all acts of kindness you can role model. Kids are said to close their ears to advice but open their eyes to example. It’s comfor/ng to know that there is a lot you can do to promote a sense of happiness in children and young people. The FLOURISH acronym is a reminder of a powerful framework you can use to boost your kids’ wellbeing and content over the long-term.

Prayer We keep in our prayers all the Year Six students, their families and their teachers as they prepare for Confirma/on. Lord, You send out Your Spirit to touch the hearts of all people, so that they may believe in You and in Jesus whom You sent. Look kindly on all our Confirma/on candidates as they listen to Your voice. Open their hearts to Your Spirit and bring to fulfilment the good work that You have begun in them. As we prepare and support these children for Confirma/on, make each of us an instrument of Your love. Teach us to appreciate what is holy in others, and to be pa/ent with what we do not understand. Deepen our faith in the Gospel and help us to pass it on by our example. We pray that You will con/nue to guide us and sustain us. Through Christ our Lord, Amen. Best wishes for a relaxing, safe and healthy long weekend Clare Moffat Principal

Assistant Principals' Corner Na#onal Reconcilia#on Week Na2onal Reconcilia2on Week (NRW) is a 2me for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconcilia2on in Australia. The dates for NRW are the same each year; 27 May to 3 June. These dates commemorate two signiﬁcant milestones in the reconcilia2on journey— the successful 1967 referendum, and the High Court Mabo decision respec2vely. 27 May 1967 On this day, Australia’s most successful referendum saw more than 90 per cent of Australians vote to give the Australian Government power to make laws for Aboriginal and Torres Strait Islander people and recognise them in the Census. 3 June 1992 On this day, the Australian High Court delivered the Mabo decision, the culmina2on of Eddie Koiki Mabo’s challenge to the legal ﬁc2on of ‘terra nullius’ (land belonging to no one) and leading to the legal recogni2on of Aboriginal and Torres Strait Islander peoples as the Tradi2onal Owners and Custodians of lands. This decision paved the way for Na2ve Title. Reconcilia2on must live in the hearts, minds and ac2ons of all Australians as we move forward, crea2ng a na2on strengthened by respecYul rela2onships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.

Sound Waves Sound of the Week! Week 6 •

• • • •

The grapheme ee for ee is usually used in the middle or at the end of words (e.g. see, green). Very few words begin with ee for we. We o[en use y for ee at the end of words (e.g. any, jelly, baby, puppy, twenty). We do not usually use y for ee at the start or in the middle of words. The grapheme ey for is usually used at the end of words (e.g. honey, valley). The grapheme eo in the word people is an unusual way to represent ee. ee is also the name of the le\er e. When discussing with students, always clarify you are talking about the phoneme, not the le\er name. For example, say ‘Which words have the sound ee?’ instead of ‘Which words have e?’

Week 7 • • • •

m is most frequently represented by the grapheme m (e.g. money, humble, camp). The grapheme mm for m is seen in the middle of words, a[er short vowel sounds (e.g. mammal, summer). The grapheme mb is an unusual way to represent (e.g. thumb, lamb). The grapheme mb is an unusual way to represent (e.g. autumn, column).

Uniforms A reminder to all students and parents about the Infant Jesus School Uniform. The uniform at Infant Jesus School is a symbol of the school’s community and it assists children to develop a sense of unity and belonging. Wearing the uniform encourages a sense of personal pride in the school. Whenever the uniform is worn at school or public places it must be worn in accordance with the school policy. Children at Infant Jesus are expected to wear the full school uniform at all 2mes. A Uniform Schedule is available on the school Web page or the school office. The uniform shop has informed us that all pieces of uniform are in stock. Please note, that as per the uniform requirements, the winter uniform for boys is trousers. If parents have a difficulty with the school uniform, please make an appointment to see Miss Moffat.

Repor#ng to Parents

Merit Awards

Semester One 2022

Congratula2ons to the following students who will receive a merit award on Thursday 9 June 2022 as an acknowledgement and celebra2on of all their hard work

Educa2onal research shows that parental involvement and encouragement plays a signiﬁcant role in a student's success in school. For parents to be ac2vely involved they need up to date informa2on on their child's schooling. SEQTA Engage provides this informa2on with one click of a mouse! SEQTA Engage is a web portal, allowing parents and students to log on to the Infant Jesus School's Learning Management System (SEQTA), at any 2me and on any device.

PrePrimary

Adele Barzasi Angelina Le Leo Rossi Jack Hannah

Vi\oria Spagnolo Malakai Teniseli Olivia Rowland Joshua Torre

How to reset a forgo\en password: 1. Go to the Infant Jesus School Website homepage - h\ps://infantjesus.coneqtp.cathednet.wa.edu.au. 2. From the SEQTA Engage login page, click the Forgot your password? op2on. 3. Enter in your email address. If SEQTA has an account associated with this email address, it will send you further informa2on to assist in accessing your account. 4. Then click reset my password. 5. If your username and email address are correct and if SEQTA can ﬁnd an account with those details, you will receive an email directly from SEQTA with further instruc2ons. 6. Please go to your email to retrieve instruc2ons on how to reset your password.

Year One

Layla Middleton Jack Collins Judd Haghighi

Ethan Milton Amaya Magnaterra Briella Seiku

Year Two

Alyssa Cecchele Arius Kovacevic Samantha Muten Chiara Sheridan

Charlie Cruikshank Antonella Gonzalez Posada Oliver Musarri Ariana Papalia

Year Three

Zoey Barker Roman Kovacevic Xander Novatsis Charlo\e Emselle

Cris2an Barbas Amber Brown Luca Della Primavera Nyysa Jadav

Follow the link in the email to reset your password. The link is only ac#ve for ONE HOUR. If you need any further assistance with this, please contact the school for further informa2on.

Year Four

Grace Colaco Jaxon Finis Myah Scriva Anderson Xiong

Aidan Joseph Cris2an Parise Ellie Whi2ng Siena Wiles

Year Five

Arianna Celona Arabella Costa Savio Paskin Daniel Yates

Tahlia Erceg Aiden Caputo Claudia Spiccia Gilbert Nguyen

Year Six

Francesco Napoli Sam Italiano Mario Ruggerio Mack Wilson Fletcher Innes Aleah Mills Alessio Castrianni

We Are Called The Sacrament of Confirma0on Our Year Six students are currently preparing to receive the Sacrament of Confirma=on. The gi@ of the Holy Spirit received at Confirma=on gives people a deeper ini=a=on into the Chris=an community and strengthens the gi@s they received at Bap=sm.

A Chris=an receives all the basic spiritual gi@s needed to relate with God and to live as Jesus taught through Bap=sm and Confirma=on. The two sacraments are linked. The promises made during Bap=sm are repeated during Confirma=on to make the link between these sacraments clear. In Confirma=on, candidates make these promises for themselves, whereas when they were bap=sed as babies, these promises were made on their behalf by their parents and godparents. The seven gi@s of the Holy Spirit are wisdom, understanding, counsel, for=tude, knowledge, piety, and fear of the Lord. They belong in their fullness to Christ, Son of David. They complete and perfect the virtues of those who receive them. They make the faithful docile in readily obeying divine inspira=on. (Catechism of the Catholic Church 1831)

Class News Year 6 Ul#mate Sports I was feeling sad, because it was the last day of Year Six Camp at Woodman Point. My group began UlBmate Sports. The warm up was a game of line chasey so we had to stay on the line. AEer that we did a like zombie impression and there were the people that were it. The next acBvity was basketball and if the person made it in the hoop they're safe but if they don’t they keep shooBng unBl they get it in. If the other person gets the ball in you keep shooBng but if the next person gets it in you're out. I didn’t win any and Miss McMullen was extremely Bred as she didn’t get any sleep the day before. Next we did dodge ball and our team lost. AEer that we did soccer mixed with hockey and one of the helpers joined our team and the other joined the opposiBon's team. It was very fun. It was 3-3 and in penalBes 1-0 for the other team so they won. But it was very fun.

Class News Year 6 Ver#cal Challenge On Thursday aEernoon, Miss McMullen and Miss Myles started leading us to the Cube at Woodman Point Camp where we would start climbing. As we arrived 2 instructors greeted us and led us inside of the cube. As we were going in we saw some people flying down the zip line. When we entered the cube we found out that it looked much bigger on the inside. There where so many climbing walls - about 12. As soon as we entered there were about 12 walls and they ranked up in difficulty; easy, medium and hard. One really hard one was when you had to climb up real Bres that would bend when you touched them. There was also one called the Caterpillar and it was a climb straight up with three pieces of log with Bny handles. Soon aEer we got our harnesses and helmets on the instructor showed us how to belay. The belayer is the person who controls if the climber goes up or down. There was also a back up belayer that had to make sure that the belayer didn’t let go of the rope. Finally we were on to the climbing. I was the first person in my group to climb and I chose The Caterpillar and the reason I did it was because Mack challenged me to climb it without falling once. I first of all made sure that my top wasn’t tangled and then off I went. I started out flinging my leg up onto the first holder and then pushed myself up with a half jump and grabbed onto the nearest holder. I repeated that the whole Bme unBl I finally made it up. When I made it up the instructors told me to let go and I slowly descended. It was so cool. I had a view of the whole cube and while I was up there I said hi to the person next to me. The next Bme it was my go I decided to do the Bre climb. In my opinion it was the hardest one. I started of climbing a blue rope, this one was a mix of most of the walls. Secondly I climbed a 2 meter long piece of wood. For the real challenge - the tyre climb - I was super challenging but I cupped my hands inside the Bres. I hit my head on the one above and almost fell but I kept my hands in the first tyre and pulled myself up and rung the bell. AEer I came down, I took my harness of and walked out of the Cube, As I walked out everyone else as finishing their acBviBes and we got ready for aEernoon tea. The Cube was amazing and I would gladly go back.

Class News Year 6 The Flying Fox “OMG! I’m so excited to go on the Flying Fox.” I was talking to Mia. It was a Friday in May and was sadly also our last day on Year 6 Camp. Our instructors Noelene and Lucy arrived to our meet up point, we started walking to the locaBon where the Flying Fox was located. Then Group 3 (my group) and Mrs Jenkins went into this room where all our gear was, Noelene then taught us how to put the gear on us properly and used Alex as the example. There were struggles then and there but we all figured out how to put it on with some help from Noelene and Lucy. AEer we put on our helmets on our heads we headed outside, and learnt how to retrieve the person aEer they had finished the Flying Fox. Noelene taught us that and Lucy instructed us and helped us with that. Now the fun had just begun!!! Alex, Tiana, Isabella, Charli and I were the first ones to go on the Flying Fox. We were all very excited, but before we went on the Flying Fox we had to go on the swirly staircase which made me a lible dizzy but that was all good. We went to the top and I looked underneath the ground and started gecng buberflies in my stomach but tried not to pay abenBon to the ground and have fun. Alex went on and was flying down the Flying Fox and then I went on second. I was sBll trying to get used to it but when I went on, my goal was to try run in the air, and I guessed it kind of worked out. On my second try, I decided to try go upside down since the previous person had done that and it looked fun. I asked Noelene for some Bps and advice on how to go upside down. AEer some understanding I figured out and went flying upside down and had a blast. It was so much fun! AEerwards aEer I finished my ride I had to go on this metal ladder, Lucy would then unbuckle my metal connecBng item. I waited for the next person to go down and bring the ladder to them since that was what everyone else would do aEer their ride. I ran up the twirly whirly staircase to the top with Charli and Mia H. Noelene then told Mrs Jenkins that there was lible Bme leE so only Charli, Mia H, Alex and I got to have a third turn. I wish we go to have infinity turns because this experience was such an amazing experience. AEer we put our gear off and placed it down properly we said our goodbyes and thank you and went back to our dorms for morning tea.

Class News Year 6 Archery “This is going to be awesome!” I yell as we were walking to the archery field. “Hello everyone, my name Is Shane and I’ll be your instructor for archery.” Shane says. “Can everyone say, ‘Hi Shane.” He said. “Hi Shane.” We repeated. When we got to the archery field Shane started to explain the parts of the bow and arrow. Soon he finished explaining the parts of the bow and arrow. When he finished showing us how to use the bow and arrow we got into groups and I was first up in my group. I got set and I fired! Everyone else fired but we all missed. Second Bme was the charm because I was first to get a point, but it was only 1 point. I took my third shot but sadly missed. As the pracBce rounds finished we started a mini challenge to see what team was best and we called our team ‘Robin Hoods’. We all tried our hardest to win, “WHAT! Charlize is hacking” I yelled. “Wait that’s good, she’s on our team, we have a good chance of winning.” I said. As we finished the last round of the mini challenge Shane said we will do a bonus speed round, which means our team takes one shot and passes the bow to the next person unBl each person on the team got a shot. The team next to us was called the Bow Pros and they got more points because other teams arrows kept going onto their target giving them more points. Each team had four people in them and on that speed round they had two extra arrows on their target from other teams. Somehow we sBll beat them in the speed round even though any other arrows went on our target. “Ok, in fourth place… we have Rice!” Shane says “in third… it’s Sausages! Which leaves us to our last two teams. In second… we have Robin Hoods so that means Bow Pros have won!” Shane says. Well my team came second but if other teams didn’t get their arrows on the Bbw Pros target, we would have won. I felt amazing aEer archery and this experience help me find a new type of sport that I like.

Class News Search and Rescue

Year 6

"We are leaving!" I shouted as I put my backpack onto my back. It was a rainy Friday morning in May and I was at Woodman Point on Year Six camp. Ms Piazzola, Group One and myself were about to embark on an acBvity called 'Search and Rescue' with our two Woodman Point instructors, Charlobe and Shane. We walked through the camp site as a group unBl we reached a group of logs. AEer a brief pause whilst Charlobe and Shane divided Group One into two teams, we were soon learning how to read a map using the acronym BOLTS. We needed to also learn how to use a professional radio as we would soon be walking into the nearby bush. AEer many trials and lots of errors we were cleared to use the radios. Charlobe and Shane then leE us and told us to wait for further instrucBons. I was confused, but excited about what was to happen next. We kept looking into the bush unBl we could no longer see Shane and Charlobe. Suddenly the radios crackled, "Mission Control to Team Dogz and Team Grills, can you hear me? Over." We quickly replied and listened to the instrucBons for the game. Our mission was to ﬁnd remnants in the bush and radio in their locaBon to mission control. The problem was that enemies were in the area and during a code red they could capture our team mates. We radioed mission control to let them know we understood the mission and entered the bush. I felt so excited to begin the game. Once in the bush the two teams wished each other well and split up. We discussed how other teams had heard a ghost train, and possibly had even seen a ghost. As we found remnants we called them in to Mission Control. Our radio crackled to life. "Mission Control to Team Dogz, it is now a Code Blue. Over." Code Blue meant we could capture the enemy. If we caught them, we could ask them only one quesBon. We began to head back to the gate as it was nearing the end of our Bme. We conBnued walking along the sandy trail to the wire fence, when we realised we were in fact being followed but not by a nun. Behind us was the enemy- Shane! We quickly came up with a plan and hid behind a bend in the path. We conBnued to talk so it appeared we were unaware he was following us, and we were sBll walking to base. Suddenly we jumped out and tagged him! We all were happily celebraBng unBl someone asked him if he knew Dwayne 'the Rock' Johnson and Shane said yes. It was in this moment I felt full of dread as I realised we had asked our only quesBon. Shane walked with us back to camp where we shared our answers with Team Grills. Luckily we had enough pieces of the code and with some clever thinking we cracked the code. Whilst it was interesBng hearing about the old medicine in the chest, I realised the true fun of the acBvity was the teamwork that had gone on as we worked together to follow the map and ﬁnd the clues. As Charlobe packed away our radios and we said thank you to our Woodman Point instructors, I felt happy and proud of what we had achieved in the bush. Search and Rescue was fun, educaBonal but also a great way to get to know other people in my grade a bit beber.

Year One

Constructed, Managed and Natural Environments In Year One we have been busy learning all about our local area and the different features we can find. We’ve explored natural, managed and constructed environments. From our learning, we are beginning to understand how important it is to care for each of these environments. Did you know that our school is a constructed feature of the environment? AND it was built especially for all the children in our area to have a safe place to learn?! We’re looking forward to construcHng some of our very own buildings to add to our Infant Jesus City in our classrooms. This week, we have also started to explore Procedure Texts. These can include recipes, instrucHons for games, following experiments in Science and they can even tell us how to make furniture we buy from IKEA! Our parents will be super impressed when we can help them figure out what to do with all the equipment!

Class News I-Run

Sport

I-Run is a new running ini1a1ve for 2022. The purpose of iRun is to foster a love of running whilst improving children's fitness, coordina1on, balance, and flexibility. I-Run will be held on Peter’s Place every Wednesday and Thursday at 8:10am. The students must count their laps and at the end of each session record their number on the class list provided. When a student has reached 5000m they enter the 5km club and will receive a 5km cer1ficate. The next challenge is to reach 10, 000m where students will enter the 10km club. Throughout the term students may set regular goals to work towards or set end of term targets. Please make sure students wear their white sports shoes to irun. Students can get changed into their black shoes at the end of each session. An extra pair of socks may also be handy with the wet grass. I can’t wait to see everyone running!

Class News Sport Cross Country Carnival The Infant Jesus School Cross Country Carnival is scheduled for Friday, 10 June 2022. Cross Country is an integral part of the Physical Educa1on Curriculum and all children in Year 1 – Year 6 are required to par1cipate in the Carnival. The aim of the Carnival is par1cipa1on, so all children are encouraged to give it a go. Cross Country Carnival Details: Venue: Lightning Park, 30 Della Road Noranda. Date: Friday, 10 June 2022. Year Levels: Year 1 - Year 6 students. Parent Help: We do require parent help on the day of the Carnival. If you are able to assist, please email or leave a message at the oﬃce. YEAR

DISTANCE

APPROXIMATE RACE TIMES

Yea 6 Girls

2000m

9:00am

Year 6 Boys

2000m

9:20am

Yeah 4 Girls

1500m

9:50am

Year 4 Boys

1500m

10:10am

Year 2 Girls

800m

10”40am

Year 2 Boys

800m

11:00am

Year 5 Girls

2000m

11:30am

Year 5 Boys

2000m

11:50am

Year 1 Girls

600m

12:20pm

Year 1 Boys

600m

12:40pm

Year 3 Girls

1000m

1:10pm

Year 3 Boys

1000m

1:30pm

Mrs Jenkins Physical Educa1on Teacher

Healthy Ea*ng News Would you like water with that? The Infant Jesus School community is pu;ng a spotlight on healthy ea*ng. Students have dedicated ea*ng *me at both recess and lunch *mes, and we are endeavouring to maximise the healthiness of that ea*ng *me. But we need your help! Our current focus is on drinking water! Approximately 47% of Australian children consume sugary drinks every day. It’s *me to start talking about water again! Water is required for diges*on, proper absorp*on of nutrients, elimina*on of waste and the regula*on of body temperature. Not only is water essen*al for our body, but tap water is free. In comparison, sugary drinks such as, soN drinks, cordials, fruit drinks, energy drinks, iced tea, bubble tea and ﬂavoured waters, are high in energy (calories) yet nutrient poor. These drinks, and the increased consump*on and size of these drinks, are contribu*ng to excess weight and associated diseases, as well as poor oral health. For example, a popular purchase for Sport Carnival days is a 600ml boWle of sports drink, yet it contains 9 teaspoons of sugar and nearly 1000 kilojoules. With the Cross Country Carnival just around the corner, we are reminding families that water is the best op*on for hydra*on and performance for children. For more informa*on please go to crunchandsip.com.au

Code of Conduct at Infant Jesus School Conduct Statement 5: You respect the dignity, culture, values and beliefs of each member of the school community.

Safe School Framework

Guidelines 1. You respect both the person and capacity of each member of the school community, treat them with dignity, show respect for their culture, values, and beliefs. 2. You interact with members of your school community in an honest and respec?ul manner. 3. You perform your duAes and conduct your relaAons with students and members of the school community with fairness and jusAce. This includes taking appropriate acAon to ensure the safety and quality of the educaAon and care of students are not compromised because of harmful or prejudicial aEtudes about culture, ethnicity, gender, sexuality, age, religion, disability, spirituality, poliAcal, social or health status. 4. In planning and providing educaAon and school support services, you uphold the standards of culturally safe and competent care. This includes according due respect and consideraAon to the cultural knowledge, values, beliefs, personal wishes and decisions of each member of the school community. You acknowledge the changing nature of families and recognise that families can be consAtuted in a variety of ways. 5. You do not express racist, sexist, homophobic, ageist and other prejudicial and discriminatory aEtudes and behaviours toward any member of the school community. You take appropriate acAon when observing any such prejudicial and discriminatory aEtudes and behaviours. 6. In making professional judgements in relaAon to the interests and rights of a member of the school community, you do not contravene the law or breach the human rights of any person. Staff Example of Specific Behaviours but not limited to: · Staff are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values. Parents Example of Specific Behaviours but not limited to: · Parents are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values. Students Example of Specific Behaviours but not limited to: · Students are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values. Volunteers/Visitors Example of Specific Behaviours but not limited to: · Volunteers are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values. · Visitors are respec?ul and accepAng of all members of the community, ie. beliefs, culture and values.

InformaAon Technology

Safe Sharing There are lots of things you can do to take control of your online life; whether it’s installing the latest ﬁlters or keeping up to date with new apps. You can also help your child by simply se=ng a good example online. It might not always feel like it, but your child does noAce how you act and follow your lead. So it’s important to show them what safe sharing looks like when you use the internet. If you use parental controls, talk to your child about them. Explain that you’re using the controls to keep them safe. Talk to your child about how to report things on websites, and how to block content or people if they need to. Think before you share. You might think it’s endearing or funny to share pictures or comments about your child, but would they? Think about how they may feel when they or their friends are old enough to have an Instagram account or a Facebook account and stumble upon the post of them.

Beware of posAng photos that contain idenAfying details, such as a school uniform, a homework folder with a full name on it or a leHerbox number. Openly discuss with your child why you are ediAng a photo, or posing diﬀerently to cover private details. Think about whether it’s OK for your child to see what you’ve been viewing. Clear browser histories and cookies, to avoid your child seeing unsuitable content. Don’t forget that news websites can show content that might upset your child. Take the same approach as you would with news on TV and in the papers.

P&F and Community News

Cross Country Carnival The P&F have arranged a coﬀee van to a2end the Cross Country Carnival. In addi;on they will have a small stall of donuts and cookies for $1 each. So come along, catch up with some other parents, enjoy a cuppa and watch your child run around Lightning Park. Approximate race ;mes are available in the Sports News Sec;on.

LifeLink Day On Friday 24 June children from Kindy- Year Six are invited to come to school with crazy hair to recognise the contribu;on of LifeLink Agencies in our community. Children are asked to make a gold coin dona;on to Lifelink on this day which will support agencies such as Shopfront, Catholic Ministry for People Who Are Deaf or Hearing Impaired, Centacare, The Emmaus Community and many more.

Free Parent Workshops Anglicare have the following paren;ng workshops and programs available to support families experiencing Family Separa;on. They are currently facilitated online via ZOOM and both day and evening sessions are on oﬀer. More informa;on is available on the ﬂyers a2ached on the next page.

West Australian Piano Trio launch season July 3 The Gold Standards Beethoven, Haydn, Brahms October 2 Carnival! Saint-Saëns, Schubert, Piazzolla November 13 Czech Mate Dvorak, Smetana, Kelly

Government House Ballroom 2.30pm www.trybooking.com

Co-Parenting Peacefully

Program Overview Co-Parenting Peacefully is a 3-week program w hich looks at the impact conflict has on children after separation and provides tools and strategies to w ork toward co-parenting peacefully from a child-centered approach. •

Session 1 Separation, grief and loss; change and transition; child focused thinking; and strategies to help you support children liv ing in tw o worlds.

•

Session 2 I mpact of conflict betw een separated parents on children, particularly when they are ‘stuck in the middle’ and strategies for communication and handov er in high conflict environments.

•

Session 3 Grow ing children in healthy soil and repairing damage caused to them; healthy communication with the other parent; and the importance of co-parenting peacefully for better outcomes for children post separation.

Venue: Online via Zoom Cost:

FREE

Please use the contact information below to register your interest for this program.

Registration

9301 8533 jfrc@anglicarewa.org.au

Supporting Students Around Separation Workshop Overview Divorce and separation can be one of the most stressful and overwhelming times in a person’s life and all too often children are caught in the crossfire.

During these times children experience a v ast array of emotions and react in many w ays. Chaplains can play a significant role in the social and emotional w ellbeing of children at their school. Our workshop explores: • The effects and impact parental separation has on children • What to look out for in your school setting • When to talk to families about seeking support and the separation services available • The do's and don’ts w orking with children and families experiencing separation • Useful child-centered tips and tools to support children and families • Healthy boundaries to set w hen interacting with families • The importance of creating your own self-care plan

Date:

Monday, 16 May 2002

Date:

Thursday, 16 June 2022

Time:

9.30am-12.30pm

Time:

9.30am-12.30pm

Venue: Online via Zoom

Cost:

FREE

Registration

9301 8533 jfrc@anglicarewa.org.au

Supporting Children to Transform their Anxiety into Resilience

Transforming Anxiety into Resilience Workshop Overview

FREE

Workshop Overview

Changes that occur through family separation can trigger anxiety in many people. Sometimes the anxiety can take a hold and erode a person's self-esteem, belief in themselves and their engagement in the world.

Changes that occur through family separation can trigger anxiety in many children and teens. Sometimes the anxiety can take a hold and erode self-esteem, belief in themselves and their engagement in the world.

Anxiety can manifest in many different forms such as hav ing trouble staying focused, lacking motiv ation, difficulty sleeping, or just downright angry. The good new s is that anxiety is manageable, people hav e a profound capacity to strengthen themselves against anxiety.

Anxiety can manifest in many different forms - a child hav ing trouble staying focused, is unmotiv ated, has difficulty sleeping, or just dow nright angry. The good new s is that anxiety is manageable, important adults in a child’s life hav e the profound capacity to strengthen children and teens against anxiety.

The 2-hour w orkshop discusses ways to challenge underlying anxiety and equip participants with a mindset, skills, and qualities to dev elop resilience through the difficult time of family separation.

The 2-hour w orkshop discusses ways parents and caregivers can help children and teens w ith the underlying challenges of anxiety and equip them w ith a mindset, skills, and qualities to dev elop resilience through the difficult time of family separation.

Venue: Online via Zoom

Cost:

FREE

Please use the contact information below to register your interest for this w orkshop.

Registration

9301 8533 jfrc@anglicarewa.org.au

17 Smith Street, Morley Western Australia 6062 2 9276 1769

info@infantjesus.wa.edu.au