Primary Press August 2016

Pr imar y Pr ess August Edit ion 2016

Congrat ulat ions t o our curiosit y award recipient s for last mont h!

Toler an ce Here at ISS, we have so many opportunities to connect and communicate with different cultures and languages. Our school community is a multicultural one. Our classrooms offer a space for students to engage in reflective practice about what it means to understand and engage with difference. The interactions in the classroom and at home give students an opportunity to deepen their understandings of the local and the global, and - within this develop a mindset that supports diversity and difference. Our PYP curriculum reflects and promotes learner attitudes, including tolerance in helping to develop this mindset.

Our school embraces an environment that encourages compassion, understanding and acceptance of difference. Tolerance is being sensitive about differences and diversity in the world and being responsive to the needs of others. While at school, students will learn skills to help them become caring and knowledgable citizens who can help create a better and more peaceful world by understanding and respecting all cultures. It is okay to have different perspectives, but we must remain open-minded in order to understand that other people, with their differences, can also be right.

Stay curious, Ms Karen

Langitoutai Faka?osi, Charlie Burniat Marie-Anne Stanley, Nelle Leenders Muhammad Haziq Azfar Hamizan, Ms Benzie, Mr. McKellar, Sofia Price, Konatue Brown, Shawna Sun, Aneesh Sapkal, Ayman Azad Ali, Abigail Fisher, Year 2B students, Camryn Jackson, Nathan Fulcher, Emasi Sadravu, Alan Stanley, Chuchu Shao, Makakaloa Soakai, Aminio Nabouta, Mira Milenkovic, Sunil Burns, Joey Wagner, Hongyi Mi, Haleh Stice, Inigo Chavez, Levi Bushnell, Angus Barber, Elise Orme, Noah Howlett, Jaya Burns, Rakeshni Sopin, Kai Griffin, Samairah Koya, Pikitia Skipper, 5B, Esther O?Driscoll, Mahir Soko, Roviana Gina, Hannah Chane, Maira Du, Tilliana Bohm, 5M, Holly Dowdeswell, Fraser Armstrong, Jetagon Matassa, Fana Strobel, Calvin Carter, Cyrah Kumar, Jia Sharma, Maepeza Rimata Gina, Max Bojczuk, Senuka Sunnadeniya, Kelaela Smith, Tara Marshall, Myah Stice, Rowdy Adams, Asenaca Tagi, Yashan Patel, Matisse Kidner, Leam Stanley, Anthony Barber, Jordhan Temo, Alyna Seru, Caleb Narayan Singh, Leona Douglas, Archie Wyley, Leo Kruger, Chae-eun Oh, Year 2B.

Fr om t h e Head of Pr im ar y Welcome to our Primary Press edition for August. We hope you take the time to read all about our primary adventures from the past 6 weeks and to also find out about what is in our future for the remaining time in term 3. There is much for you to explore, ranging from class and year level updates to sporting achievements and articles about our focus attitude, PYP self study and report review.

We have spent most of this term as a teaching team reviewing our current report card for students and have made some changes. These changes will only enhance the reporting process and we believe should avoid confusion in some areas, particularly with achievement ratings and effort comments. Take a look for yourselves to see where we have made the changes and why and if you have any further questions, please just ask.

From next week, we have a rather busy time ahead with our athletics carnival on Wednesday, and the following week, our Literacy Week celebrations, 'Tell Me a Story" including Roald Dahl Day, our annual book character parade, and much much more. We have included our Literacy Week Poster within to explain the week further. A very exciting part of our week will be a visit from world famous author, Craig Smith, who has written such books as 'The Wonky Donkey', 'Willbee the Bumble Bee' and 'My Daddy Ate An Apple'. It's very rare to have authors visit the school so this is going to be a wonderful learning experience for all of our students and teachers.. His presentation will kickstart our week of literacy love!

In Week 9, teachers and students will be preparing for their student led conferences to be held on Wednesday of Week 10. This day is further explained in this Primary Press and details will be emailed to all in the near future.

Our Year 5 students however, will be busily readying themselves for their Year 5 Exhibition, also being showcased in Week 10. In their final year of the IB Primary Years Programme, all students are expected to take part in a trans-disciplinary inquiry conducted in the spirit of personal and shared responsibility. The work resulting from this inquiry will be displayed in an exhibition that all members of our school community will be invited to attend. The exhibition provides a culminating experience that captures the essence of the PYP and marks a rite of passage, both symbolic and actual from PYP to Middle School.

As you can see, there is never a dull moment in primary! We take the time to thank you all for your continued support in your child/children's learning journeys here at ISS. Karen Whittaker Head of Primary

READING STRATEGIES Reading is an essential skill for your child to learn.

It also allows them to enter wonderful new worlds.

Here are a few suggestions on how you can help your children with their reading and decoding words. Additionally, there are some activities that can encourage valuable discussion of the text.

As a school we use the SCORE strategy, from Early childhood through to middle school.

Learning Support Corner

Counselor's Corner Bula from the Primary School Counselor! It?s been quite busy this term! I am currently working with years ž, 4, and 5 weekly on the Stop, Think, Do curriculum. We started off the term practicing effective listening skills, not only with adults in our lives but also with friends. After role playing examples and non-examples of active listening, the students partnered together and practiced the following skills: * Keep your body still while listening to another. * Use eye contact. If your brain starts to wonder, look into your partner ?s eyes. * Focus on what your partner shares. Use your brain! * Say, ?mmm? and ?yes? or nod your head to show you are following along. * Answer your partner ?s questions. * More importantly, ask

questions! * Find out more! * Talk less about yourself.

Don?t make it all about you.

The students had a lot of fun practicing these skills!

Many shared stories of trying to actively listen at home with the parents and siblings. We also discussed how actively listening to a friend when they are down can help the friend to feel better. The students have role-played helping each other feel better when a friend is sad. They demonstrated the following skills to help someone feel better: * Active listening (see above) * Acknowledge the friend?s feelings. ?That must be hard.? ?I can see that you are sad.? * Offer to help if you can. ?Is there anything I can do to help?? * Do/Say something positive. ?I am sure you will

do a great job! You are so smart!?

We?ve also discussed ?filling each others?buckets? with kind actions and gestures as a way of keeping our home, school, and community a happier place.

Of course, we are now discussing the strategies of Stop, Think, Do when dealing with conflicts. In addition to the Stop, Think, Do, lessons, I have been meeting weekly with a girls? leadership development, empowerment, and drama reduction group at lunch time, seeing individual students, consulting with teachers, meeting with all of the new students, and assisting friends with conflicts during lunch and morning tea time. If you have any concerns, please feel free to reach out to me!

Vinaka!

Kate Passin, school counselor ISS Primary

In Year 1 this term, we have happily welcomed 10 new students to our classes and are pleased to report that they have all settled in and quickly become part of our enthusiastic group!

Un it of In qu ir y We began this term with our Unit of Inquiry entitled ?How the world works? in which we learned a bit about the Olympic games (and put together an assembly performance to get the rest of Primary excited about the Olympics). After finding out about the different sports included in the Olympics, we looked at the infrastructure in Rio specifically for the Olympics. Then, we set about looking at the existing sporting infrastructure in Fiji and began to generate some ideas on what changes could be made to facilitate Fiji hosting the Olympics in 2024. Following a very busy tour of Suva?s sports facilities (and a playground) and a cyclone simulation (using a hairdryer), the children each selected an Olympic sport and designed, then built a stadium or housing model with the capacity for LOTS of people, parking, cyclone proofing, some visual display of Fijian culture and building design. They also identified where their structure could be built in Suva and this week, presented their designs, models and justified their ideas in a class video, based on the Rio Olympics video. Our next Unit of Inquiry is ?Who we are?, in which we will be trying to create a welcome pack for new students at ISS, to help them settle into school here.

Term 3 in Year 1 so far.

Lit eracy We have been continuing with the Jolly Phonics Program and corresponding spelling patterns this term. The children have been exploring different ways to practise spelling words and are beginning to identify their preferred practise methods; showing a developing awareness of their learning styles. We are very grateful to our parent volunteers who come in the mornings to read with the children before 8am ?

Vinaka!

We have launched a new literacy rotation program this term, which we call ?Start with 5?. The children have settled into it very well and are using this time twice a week to practise 5 specific literacy skills at their own pace (comprehension, spelling, grammar, writing and phonics). We have also been reading from the book ?The 13 Storey Treehouse? by Terry Denton and Andy Griffiths, which has captured the attention of everyone with its highly entertaining and imaginative storyline. It also ties in nicely with our unit of inquiry about different structures.

In speaking and writing so far this term, the children have been building their knowledge of adjectives in their weekly oral presentations as well as through the poems we have read and the descriptions they have written. This week, they finished off their information reports which explain and describe their Olympic structures for our Unit of Inquiry video about hosting the Olympics in Fiji.

M at hs In Maths, we have spent most of the term learning about measurement and mapping so far. We found out the capacity of different containers, the amphitheatre and the netball courts in Suva using informal units of measurement. We had a go at measuring the area of different objects as well as comparing the mass of different classroom items using a beam balance and our own two hands. We began exploring mapping by trying to remember right and left consistently. It was lots of fun setting and going on treasure hunts, playing the dice game ?Left, Centre, Right?, dancing and following directions to draw a picture to match a buddy?s without looking at the picture, just listening to instructions!

Now we are learning about ways to speed up our number skills by setting and practising to achieve our individual number goals. We are also working on story problems and grouping things to help us solve number problems.

Each Wednesday afternoon 20 curious little scientists from grades 1 to 3 meet in Ms MacKellar ?s room to learn about science, conduct science experiments, and have fun!

So far the children have learnt about the forces of water and gravity and how a boat floats. They designed, created and tested their own boats made from aluminium foil.

They needed to keep all the animals from the story ?Who Sank the Boat? in the boat and dry, unlike the animals in the story who fell into the water and got soaking wet! We also planted a variety of bean seeds after learning about what seeds need to grow and are investigating which seeds will grow the fastest, results are to come soon.

Last week we looked at the density of liquids and created our very own Aladdin ?magic? lanterns. Most of us predicted that water was lighter (less dense) than oil (more dense) and were amazed to find that the oil was less dense and sat on top of the water. No matter how hard we tried the water and oil just wouldn?t stay mixed together.

This week we got to blow up some volcanoes! We read ?Harry and the Hot Lava? and created our own erupting volcanoes using the chemical reactions of everyday kitchen ingredients. This was Amazing watching the ?lava?flow out and lots of fun to do!

There are more amazing investigations to come in the next 5 weeks. If you are in grades 3-5 there will be a chance for you to join up to science club in term 4.

Ms MacKellar and Mr Dasha

Q: How many di f f er ent ways c an we s ay hel l o i n r ec ept i on?

A:

Our curren t Un it of In quiry is focused on h eritage an d culture. Both Reception classes h ave been w orkin g closely w ith Mr Tim an d lookin g at m usical in strum en ts from aroun d th e w orld.

In class w e h ave been lookin g at differen t cloth in g, foods, h om es, beliefs, an d lan guages from aroun d th e w orld.

Stay tun ed for our assem bly item in w eek 7!

ISS RUGBY 2016 ISS Rugby team was part of the Suva Kaji Rugby Association this year and they have now successfully completed their weekly competition for 2016. This year the ISS rugby team affiliated with two local schools: Latter Day Saints School (Under 9 & 10) and John Wesley Primary School (Under 11 and 12). All of our teams reached the finals ? the Under 10: ISS/LDS won the Shield Final which was a big achievement for our boys.

Congratulations to Kalama McKellar and Maepeza Gina for being selected to the Under 10 Suva Team for the Galaxy Kaji Tournament in 2016. Thank you parents for your support on rugby Saturdays. We encourage more ISS students to be part of the Suva Kaji competition in 2017.

St u den t Led Con f er en ces Student-led conferences are to celebrate a student?s learning, demonstrating growth over time and providing parents with a better understanding of their child?s learning progress. Students take responsibility for their learning by setting goals, contributing to their portfolios and demonstrating what they have learned to their parents at a conference. The student-led conferences are held in Week 10 of Term 3, where students invite their parents to school at allocated times to showcase their learning through their portfolio and a classroom tour. Home classrooms and specialist subject classrooms are presented displaying the learning processes that occur each day. As part of the process, both students and parents complete an evaluation form on the student?s learning.

Th e Repor t Car d Review Written reports are provided to parents at the end of each Semester, Semester 1 and Semester 2 from ECH2 up to Year 5. ECH1 students use portfolios only for reporting to parents.

Achievement and Effort Grades (see changes on opposite page) The achievement grade clarifies what a student knows and can do related to grade-level and content expectations. This process allows students and parents to have a clear picture throughout the school year, and creates a fair and consistent system that supports the PYP curriculum and best practices for planning, teaching and assessment.

Achievement grades support achievement at all levels for all students by differentiating needs and individualizing instruction at these levels. This information provides a clear picture for planning instruction that supports and challenges all students. It allows parents to understand areas in which their students meet expectations as well as those in which the student may need extra challenge or support.

Academic achievement may be measure in a variety of ways, including formative and summative assessments such as presentations, oral discussion, work samples, observations and tests. Teachers use the most current summative assessment data when determining achievement marks for the report.

Keep in mind work that is sent home provides parents with a general impression of how students are achieving in school but does not provide a complete picture. Other assessment data collected encompasses the report grade and some of these assessments are not sent home. Communication regarding progress should be ongoing.

Marks in the semester one report reflects the student's achievement for semester one.

Semester two report should reflect the student?s achievement at the end of the year for that strand. This mark should not be derived from averaging grades throughout the year but should reflect the level of knowledge and skills at that point in time. In some cases, a teacher may need to take a more holistic look at the entire year to determine the grade.

Classroom teachers assign the achievement and effort grades for language, mathematics and social skills/self-management skills. Specialist teachers assign achievement grades and effort ratings for their specific area of study. When writing POI comments, classroom teachers consult with specialist teachers in regards to the specific UOI focus and assessments.

When determining a grade for effort, teachers consider things such as participation in class discussions, group work, partner activities, attention and focus during these activities; appropriate responses to student/teacher interactions; quality of work produced including neatness, attention to detail and completeness; perseverance including task initiation, task follow through, consistency and academic endurance and receptivity to feedback, including positive interactions during student-teacher conferencing.

For a child to receive a beginning achievement grade, they would be identified as working at least 1 - 2 years behind their year level expectations. Exceeding grades present a student who is working at least 1 - 2 years above year level expectations.

The PYP curriculum identifies essential transdisciplinary skills including social skills and self-management skills that we believe should be reported upon separately to the subject areas which include the other transdisciplinary skills such as research, communication a and thinking skills. Social skills and self-management skills are marked according to the effort descriptors, also used in language, mathematics and other subject areas.

Report Comments Teachers use comments written by them to clarify student performance for parents.

These comments are grouped by content are and should be used to convey strengths and needs of each student.

M u sic w it h M r . Tim Our current ?Heritage UOI? with Reception is now drawing into the making conclusion phase in our Inquiry Cycle.

During the past 6 weeks our journey has been centered around identifying who we are, where we come from, finding out about an instrument that portrays where we come from, sorting out the musical family our instrument of choice belongs to and understanding the changes that have occurred. The changes include size, materials used or formed and how instruments have changed overtime.

It was interesting to see how different students were passionate in sharing information about instruments from their country of origin and our students are now more knowledgeable in differentiating instruments that belong to the 3 different families .eg: Wind, String and Percussion.

As we further our understanding in this UOI, our Reception students will take "Action? by performing on assembly, showcasing instruments from the 3 different families and what they sound like when they are divided into sections and played at the same time. Whilst practicing for this performance our little ?Reception Jammers? have come to realize the importance of working together to be able to showcase different elements of performing together as an ensemble. Differences in our identity, culture and lifestyles were unified when we performed and showcased our performing skills at the recent assembly.

As for other year levels, we have been working on skills at differentiated ability levels.

Our Guitar, Choir and ?Uke? music clubs continues to meet on Wednesdays, Thursdays and Fridays and students taking Guitar are welcome to borrow Guitars during this time to improve in their chord progression skills should they need more individual practice time.

During fun day our ?Vude Vocal Trio? showcased their voices accompanied by our choir girls strutting their dancing skills and this group is looking forward to performing again during our Fiji Day whole school assembly celebration.

We look forward to our upcoming UOI with year 4s on ?Human Migration? and have some interesting learning experiences in store for the next 6 weeks.

For the love of music, Tim Ulacake

Our current UOI is an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

We all have feelings ? those sensations that happen on the inside. We feel things sometimes that we can?t describe, even to ourselves. Feelings are complicated and we can have many feelings at once. Even as mature adults we can?t always make sense of our feelings. It?s taken a long time for researchers to prove that even animals have feelings because animals don?t talk, so they can?t tell us about their feelings. We now know from the research that many living things have feelings, even plants! An example we used in the classroom: Babies have feelings that parents have to try to figure out because babies don?t talk. A big part of parenting is trying to figure out how young children feel since they can?t tell us yet. How can we determine what a baby may be feeling? What clues can we look for that show different emotions, such as smiling or laughing if the baby is happy, or crying if the baby is upset.

It?s expected that preschool and school age children and adults learn to talk about their feelings. As adults and teachers, we guide children to build an emotional vocabulary to help them make sense of their own feelings and the feelings of others by: - Recognizing what feelings look like ?on the outside? and assigning a word to describe them - Encouraging children to think about their feelings through using their inner speech.

Self-talk can help build awareness and connection with one?s own feelings: ?Wow, I feel sad. What?s going on? Why do I feel this way? Is there anything I can do to help me feel less sad??

We made a "Feeling Poster " in Class where students photographed each other ?s emotional faces and using descriptive vocabulary to explain their emotions to others. This becomes an important strategy to build stronger social communication skills. Meet the emotional faces of the year 4's!

How are you feeling year 4H?

W hat 's new in year 2?

Year 3's are

Thinking and Learning

Kin est h et ic Lear n in g

Au dit or y Lear n in g l This term in Year 3, we have been studying different learning styles. Students selected a topic that fits best with their learning style and presented it to Year 2 students as their summative task. This developed a deep understanding into how the students think and learn using their learning styles. The unit was strengthened by Miss Casatoka who co-taught, looking at how indigenous Fijians learnt in the early days.

M at h Sm ar t

We were very fortunate when the Fiji School for the Blind visited us at school. Our students interacted and learned firsthand how students with a sensory deprivation learn and operate on a daily basis. This was an eye opener for many of us, which generated a tremendous amount of interest and never-ending questions.

Nat u r e Sm ar t

Lan gu age Ar t s an d Expr ession in Year 3/ 4B In the last couple of weeks we have explored different types of expressions in the language arts.

The students have reinforced their writing skills once again using the seven steps of successful writing and they have explored the different ways other cultures express themselves including storytelling, stage plays and poetry.

We were particularly lucky to have had 2 writers, Kim and Bridget visit us and teach lessons on creative writing. For our reluctant writers, this proved a useful exercise for they used story prompts and pictures and were encouraged to freely jot down their thoughts first without worrying about the strict conventions of writing.

Poetry was another text type we explored. This we thoroughly enjoyed as the students played with words and rhythm and freely shared their poems with the rest of the class. We have shared with you in our article a few poems written by the students. More will be published on Young Writers Day in week 8.

Year 4 UOI- How We Express Ourselves. Cen t r al Idea : Through the language arts people use different forms of expression to convey their uniqueness as human beings

Hin di St u dies

In Hin di In t en sive students have been inquiring how people express their uniqueness through the visual arts and language in the Hindi culture.

St u den t s ar e dem on st r at in g expr ession of gr eet in gs in t h eir cu lt u r e.

St u den t s ar e r eh ear sin g t h eir Puppet Show of t h eir st or y adopt ed f r om Hin du m yt h ology .

ECH1 St u den t s ar e r eh ear sin g t h eir Puppet Show of t h eir st or y adopt ed f r om Hin du m yt h ology .

PSPE at hlet ics carnival Th r ow Our Kids Athletics Program in Term 2 was really great, as it helped to develop the children's fundamental athletics skills. It continues to be a build up to athletics as we continue to help develop our Running, Jumping and Throwing skills in preparation for our Annual Athletics Carnival, being held at the ANZ Stadium on Thursday the 25th of August [week 7].

In trying to help students develop these skills, our focus is based on the things that we need to consider while running including starting positions and taking their mark so that they can have a good and comfortable starting position without the use of starting blocks. Learning running drills not only help them to run fast but also help them to develop a good running form and posture.

We also looked at long jump skills and introduced high jump to the year 5.

With throwing skills, our focus was on cricket ball and softball throws as these are the only throws offered in the zone competition for our year levels.

We are all looking forward to our athletics carnival. The Reception and Year 1 students [who are still 6 &7 years old] will have their own combined event run in between races while the rest of the students [including Year 1 students who will turn 8 during the year] will take part in the throwing, jumping and running events. All students from ages 8 ? 12 [this will include some students in year 1] will participate in the event of their choice. This competition is to help us prepare, gauge and select our school team for the upcoming Zone competition that will be held in term 4.

We look forward to seeing you all at the 2016 Athletics Carnival.

Eyes f ocu s Ar m s sh or t Ar m s sw in gin g High k n ees Ar m opposit e t o leg .

St ar t in g posit ion

Tak e you r m ar k

Lon g ju m p

High ju m p

Lit er acy Week 2017

Literacy week activities include library lunch time activities, giant crosswords and literacy riddles around the school for you all to solve!

Book character hunt!

Whole School book swap!

"Who's reading this book?"

DEAR Time becomes ?Write Now!?

Roald Dahl Day ?

Movie sessions with children purchasing tickets to the movie of their choice.

James and the Giant Peach, Matilda, BFG, Charlie and the Chocolate Factory, The Witches.

A book character parade.

Neverending story scroll!

Popcorn for each session.

Decorated classroom doors as a book cover of your choosing.

Poetry Slam.

A giant mural which involves a story and trees of which we will all be a part of.

Buddy Reading sessions.

Parents invited to read story books in different languages.

Storytelling Sessions

Teachers read their favourite picture books.

Cr aig Sm it h Au t h or Visit

1/ 2M

Year 4S The Year 4 students have been developing their descriptive writing skills throughout the unit of inquiry into expression through the language arts. In a recent learning experience, they worked in groups to write descriptions of the atmosphere at the Fiji Rugby Sevens Rio Olympic final match screened at the ISS Multipurpose Hall.

IT GIVES M E UTM OST PLEASURE & PRIDE TO SHARE WHAT THE STUDENTS WROTE.

We felt cramped because there were so many people in the hall. We heard the Fiji national anthem and sang it with the Fiji rugby team. There was lots of cheering when Fiji marked a goal and people hugged each other, holding hands and screaming. We saw the whole match projected onto the big screen. The Fiji Sevens team wore white on the rugby field. Their opponents wore navy blue and were from Great Britain. One of them had curly, long black hair and one of them had red, spiked hair.

We could smell the tension and excitement. We could hear whistling and loud tapping on the buckets coming from somewhere at the back of the Multipurpose Hall. We can hear people singing. In front of us, we see the Fiji flag and posters.

We felt the electricity in the air. We could feel the tension of the floor vibrating as everyone jumped when the players scored a ?try?. We could hear people screaming at the top of their lungs and people?s feet stamping against the hard floor. We could also hear people shouting, ?GO Fiji GO!? Our throats were sore from screaming. We could smell the victory but we could also see people praying for Fiji to win the gold medal.

We heard more screaming, it was getting louder by the minute. We could taste the gold medal with our bare tongues. We could hear people screaming ?Let?s go Fiji, let?s go!?We could see the mascots for Fiji dancing. We could see Fiji winning the match. We tasted the winners?sweet ?Toso Viti Toso!?

Year 5 Exhibit ion

Libr ar y Updat e In last week's Talanoa update, i highlighted for our new parents and students the online subscription databases we are subscribed to as a school. The database URL link and access details for World Book Online, Brain Pop Jnr, Brain Pop, Brain Pop ESL and Kids Info Bits can be accessed from the library webpage: http://issfijilibrary.weebly.com/online-databases.html/ Please contact the library team if you have any queries in regards to these.

from t he lit t le green cot t age Au gu st Gr eet in gs from the little Green Cottage. Children in the Early Learning center celebrated 100 days of sch ool on Tuesday 19th July. We had fun activities in all learning areas focusing on the number 100.

Fr om t h e 1st t o 5t h of Au gu st w e celebr at ed Ear ly Ch ildh ood Week . Th e t h em e w as ?In vest in g in Ear ly Ch ildh ood Developm en t an d Car e f or Qu alit y Pr im ar y Edu cat ion?. Monday we printed our t shirts, Tuesday - Music and Movement, Wednesday ? Numeracy Activities, Thursday ? Mini Olympics Games and ended on Friday with a Dress up Parade. Thank you all for the creative costumes, the healthy, delicious morning tea you all brought in and the continued support you provide for our celebrations and activities.

Thank you, Vinaka Vaka Levu, Dhanyavad, Merci Beaucoup, Gam Sa Han Ni Da, Arigato and Chee Chee Nee to all you all for making our Disco/Karaoke with accessories such a great success on Fun Day. This past Wednesday was ?Tell a joke day? and World Humanitarian Day. Why didn?t the skeleton go to the disco?

Because he had no BODY to go with.

Thank you to the Kennedy family for such a super idea and the Ram Sami Goundar family for the donated egg cartons. We are in the process of building a house out of egg cartons. We will keep you informed as Reception and Early Childhood classes, build on.

To all our Green Cottage families?thank you for your support and smiles, all helping to contribute to a happy learning environment.

Birthday greetings to: 7 July Sunil Burns 11 July Rachel Braziel 2 August Jayni Dass Please be advised of the following important, Green Cottage dates: Monday 22nd August Public Holiday to celebrate Gold from Rio. Monday 29th August ISS Literacy Week.

Friday 2nd September Father ?s Day Breakfast.

The Green Cottage team, Ms Fariah, Ms Josephine, Ms Tanya and Ms Jacqui

Building a house out of egg cartons with the Kennedy Family.

Early Childhood Week Celebrations.