Talanoa - Volume 6

Volume 6 Newsletter of International School Suva

Principal’s Report

24/09/18 Inside this issue:

Dear Parents, Students, and Friends of ISS,

 Career Talk

By now you are enjoying Term Break, or at least the students are. I trust this will be a time for all our ISS community to have some memorable family experiences and a break from school pressures.

 Science Fair

As most of you know, we have been developing a new Strategic Plan to guide the school’s main initiatives during the coming five years. We will present a draft plan soon, and as of now it will focus on four main areas of development: 1) Improvement in student learning results, or academic improvement on a number of levels, 2) Developing a well-earned reputation as a top international school due to quality programs and visionary initiatives, 3) Continuing to develop needed resources to support goals one and two including technology, classrooms, and finances, and 4) Clear and visionary leadership at the board and school levels to guide our growth and development. These goals are based on the feedback received from parents, students, staff, and our board, and we believe these are important and proper areas of focus for the future.

We will have a more detailed presentation in the coming month of our plan and these strategic directions.

 Specialist Teachers

Day Primary  Jamming  Early Years Sports

Carnival  Fathers Day

Celebration

Our MYP transition is well under way and we have submitted the detailed application for authorization. The  Student Led next steps include MYP curriculum development, teacher training, and resource acquisition. We are on Conference track to move to a full MYP curriculum in years 6 through 9 in January of the coming year. Our Year 10 will still be following IGCSE, although it will be modified to allow some MYP transition options. This will allow our whole school curriculum to be fairly seamless and aligned. I believe students and parents will begin to  Year 8 Resources see the positive effects of that during the coming year.

Unit I am planning a parent session Wednesday 17 October at 6pm in the Amphitheatre to share news and information about what is happening at the school. Please consider coming to hear what we are doing and planning, and perhaps, to ask a few questions. Also watch for the traditional transition meetings held to prepare Year 5, Year 8, and Year 10 students for their school level and curriculum changes. These are important milestones for our students and require planning and cooperation to make them successful.

 Hindi Studies

An exciting event the school will be hosting next month is the Foreign Film Festival beginning Monday, 29 October. This will be an opportunity for you to “travel abroad” through award winning films that depict other global experiences and perspectives. During that week, five different Spanish language films (with subtitles) will be shown, one each night, in the Amphitheatre at 7pm. The films are all acclaimed works, each produced in a different country. The festival is free and a short reception will be held in the breezeway before show time where you can have a biscuit and beverage and chat with other sophisticated festival attendees!

 Garage Sale

Best wishes to all of you and I look forward to seeing you after the break!

Steve Cathers

 School Nurse  Advertisement

 High School Athletics  Primary School

Athletics  Upcoming Events  Term Dates

Career talk from a former Head Student We were very pleased to welcome Joshua Naivalurua, one of the Head Students of 2014. He visited the school to talk to students about university life and his experience whilst studying International Relations and Politics.

Joshua was at ISS from 2010 onward, and he matriculated in 2014 with the ACT Senior Secondary Certificate and ATAR. He also managed to complete Chinese studies and HSK exams and initially headed to China for a short period. He began his university studies in 2015 at the University of Canberra where he studied a Bachelor of International Relations and Politics. He recently completed his degree in June this year and managed to get a triple major in Politics and International Relations, Governance and Policy as well as Governance and Politics.

Joshua shared his transition experience from high school to university, the available support systems at university that a new student can take advantage of, the importance of learning a language, his learning experiences at university and the usefulness of internship and work opportunities that a university student could benefit from. He also discussed self management, in particular managing deadlines, work plus study, and living with flat-mates rather than family. High school students who attended this career talk used the opportunity to ask a lot of questions.

We will continue to provide a wide range of career talks to our senior students to support them looking forward to making their own planning for future paths. Anyone who wishes to participate in this program is welcome to contact Ms Cross (ccross@iss.school.fj). Next term we are planning to run a virtual university fair, where students will have the opportunity to talk to Admissions Counselors via Skype. More information will be sent out about this via email.

Cynthia Chen

Middle School Physical Education: Athletics Carnival.

The culmination of the Athletics unit was the Inter-house Athletics carnival held on Tues the 18th of September. Term three was dedicated to the development of the skills needed to successfully engage in the athletics carnival. Each week the students were trained via a skills rotation comprising: the jumps, both high and long, the throws, discus, shot-put and javelin along with the running events of 100, 200, 400, 800 and 1500 meters.

Students spent a number of weeks training at the athletics track in preparation for the event utilizing the long jump pit and the running track. The students were challenged with a number of extended running events including the 12 minute ‘Cooper’ test to gauge their cardio-vascular abilities and a 4500m run along the seawall from the Bowling Club to ANZ stadium.

As a result of the students’ extended preparation, the level of participation at the carnival was high. The students displayed outstanding support for each other and participated with enthusiasm. As a result of their increased training and skill development, the students’ results were outstanding.

We would encourage all students to continue their training to maintain their new-found fitness. Those students who finished in the top four places in each event in their age group will be invited to join the squad to continue their training for the National Fijian Primary School Championships which will be held on November 16 & 17 at the ANZ Stadium The unit of study for term 4 is swimming. Every physical education class will be held at the Damodar Aquatics center. Students will be learning both swim survival skills and competitive stroke development. We encourage all students to have the following equipment: swim cap, goggles, and a one piece swimsuit for girls and swim trunks for boys. Skins or tights and Rash shirts are fine.

We are extremely proud of the effort and dedication displayed by the Middle School students this term.

Congratulations!

Mr Barons/Mrs Liew: Middle School PE Team

Science Fair From Monday to Wednesday of week nine, the bottom of what is commonly referred to as the “new building” was filled with bright, colourful and information packed tri-fold boards. At first glance, the collection seemed haphazard, but beneath the bright colours and neatly typed results is eight weeks’ worth of hard work, learning, growth and discovery.

Every year the entire middle school participates in the International School Suva Middle School Science fair. It’s an exciting opportunity for all students to showcase their scientific understanding and thirst for discovery. Students work individually to design a challenging experiment centred around topics that are often culturally and currently relevant. The understanding required to design this experiment is then transferred into an unabridged lab report, which is ultimately transferred to a tri fold board which the entire school then views.

The ultimate goal of the Middle School Science Fair is to encourage students to engage themselves in real science, and to learn about the application and process of scientific study in a real-world setting. We discovered the wide variety of ways we can immerse ourselves in science through school, and possibly as a future career option also.

Science fair has been a large chunk of this term’s workload across the middle school, stretching across almost 8 full weeks. It has required extreme dedication, perseverance and determination, and it was fully within all of our power to ensure that our final product was extraordinary. I think I can safely say that every person who participated worked extremely hard and produced a product that was phenomenal. The opportunity to display our work to the entire school audience as well as the judging panel encouraged us to work harder and push ourselves even further. The aspect of shared learning also aided in improving the knowledge and scientific understanding of everyone who took the time to look at our exhibits. It has been a wonderful opportunity to learn from each other.

I think the entire middle school has achieved something brilliant, and we have all pushed ourselves and each other to new heights. But we would never have managed to achieve everything we did without the help of the middle school science teachers, who tirelessly edited, guided and supported us throughout this challenging process. So, a special thank you to Mrs. Tulele in year eight, Mr Ludher in year seven, and Mr. Legaz in year six. A huge thank you also goes out to the high school science teachers who took time out of their busy schedules to judge our boards and to provide us with critical feedback that has helped us grow. Thank you to the lab technician, Ms. Zeba, who helped those of us who conducted experiments in the lab make sure that we had everything we needed, and whose help in showing us around the lab was invaluable.

The science fair is a quintessential aspect of the middle school learning experience and has led to countless students pursuing science with a renewed vigor and passion. The research, investigation, experimentation, communication and time management skills we have developed will undoubtedly stick with us as we learn and grow further.

I am sure that everyone who participated is grateful for the wonderful opportunity to grow and learn from each other, and while the year eights will move on from science fair next year, we will take with us everything we have learned. And to the 7’s, 6’s and 5’s, good luck next year - it’s a crazy, stressful ride, but once it’s over you will be grateful for everything it has taught you.

Jade Cave Year 8

Specialist Teachers Day in Primary

Each term, our teachers have a day to plan for the following term as a Year-Level team.

While our teachers do that, our Single Subject or Specialist Teachers plan a day of learning for our students. The activities are often STEAM based. This stands for Science, Technology, Engineering, Art and Mathematics. This term, students with Ms. Wendy learned a little bit about Leonardo da Vinci and did an excellent job emulating him by using limited materials to solve a problem. Some groups built bridges with no adhesives (self-supporting bridges), others built self-supporting towers and tried to make either the tallest or the strongest (measuring using pencils). Other groups emulated da Vinci’s efforts to design the perfect city, including plumbing and aesthetically pleasing buildings. These were great opportunities for students to think outside the box, get creative, work together and achieve success where they first thought success was not possible.

Jamming In Middle School on Friday afternoons a group of us participated in an elective program. The Jamming group has been learning to make jam from local ingredients. The group decided to raise money for SPCA. This term, jamming was lots of fun. We made pawpaw and ginger jam and other types of marmalades, jams and curds. My favourite jams were Coconut Jam and Monkey Butter. These jams were a sweet jam and I prefer sweet over savory jams. I also enjoyed learning about the different types of jam, marmalade and curds. I learned new skills in this class and I also learned the types of ingredients you use to make different jams.

After we made our jam we sold them in the staff room and raised over $100 for SPCA. Written By Ethan Recipe and Reflection by Tanisha

Jammin Coconu Ja

Ingredient 1 whol coconu (appr . 250 of grate fles ) Coconu mil 300 of suga (1 ¼ cu )

Ste 1. Ope coconu an scra th coconu fles 2. H ea th suga wit 4 t of coconu mil unti i wil tur int ligh golde carame 3. Ad th shredde coconu , an sti 4. Ad th coconu mil lef 5. Brin t boi an coo fo 15 minute 6. Tes th ja 7. Pou you ja carefull int ja

Experienc

Coconu ja wa th fi s ja tha w mad . I wa reall fas , simpl an fu . I enjoye scrapin th coconut an learnin ho t scrap the properl . I wa als fu t pic ou al of th smal , brow bit of th coconu hus ou of th mi . I could ’ beleiv ho muc suga w use !

Afte lo of waitin , w finall go t tast th ja . Thi wa on of m favourit jam . I wa supe swee an ful of coconu .

Alm s everyon at thei jam t th ver las dro !

Th ja wa deliciou , golde colou , ful of coconu grain an coconu mil . I wa reall satisfyin t tes th ja o fr ze plat an watc i slowl solidif . I woul definitel mak thi ja agai !

Early Years Sports Carnival (Wednesday 19th September, 2018) While the students in Grades 1-5 went to ANZ stadium for their Sports Carnival, our ECH1-Reception students enjoyed full use of the Primary play areas to hold their own Sports Carnival which we are considering re-naming “The Best Day Ever” after hearing feedback from many of the children.

We grouped students into multi-house and multi-age groups to rotate through a range of age appropriate physical activities. These included activities in which the children practiced and celebrated their motor planning skills, balance, eye-hand coordination, footwork, collaborative skills, turn-taking and social skills. Some of the favourites were the obstacle course relay, which even the teachers had a go at, the scooter board races, Hooper races, animal races, throwing tasks, bowling, and great cheering from the students. We even had some extra time exploring the different play spaces in Primary, which was great preparation for our ECH2 students, who will now be more familiar with those areas when they join Reception in 2019.

Our Reception students shone as leaders today by helping our younger ECH students to take turns fairly and stay with their group for each activity. Similarly, students showed great sportsmanship by shaking hands with their teammates and opponents at the end of the events.

After lunch and playtime, students were able to choose between indoor construction activities, watching a movie, playing handball outside or soccer on the field, depending on their energy levels! We also announced our winning house to great excitement!

Here are the points: Kiwi: 348 Iguana: 341 Kangaroo: 340 Eagle: 338 Congratulations Kiwi House! We are already looking forward to next year’s carnival!

Fathers’ Day Celebrations in ECH1 and 2 We hope all of the wonderful Dads at ISSsthad a lovely Fathers’ Day this year! In ECH1 and 2, we celebrated Fathers’ Day on Friday 31 August. We invited Dads to come to school for a shared breakfast and some fun activities. It was great to see so many Dads and Mums come along bright and early to enjoy a picnic breakfast outside with their children. Breakfast was an impressive spread of International treats and lots of fruit. We had our parachutes out and played with those together, then the children did a fabulous job of teaching their Dads to do the stick song by sharing the sticks and working together to complete the song. After that, children presented the gifts they had made for their Dad, there were plenty of hugs on offer and a bit more breakfast before we went to Assembly in the amphitheatre. We hope all of the dads have found a good place for their photos (ECH2) and are making good use of their key holders (ECH1).

Student-Led Conferences in the Early Years Part of the PYP is the annual Student-Led Conference. It is a great opportunity for our students to become leaders as they lead their parents through the different aspects of their life at school. In the Early Years, our teachers work with their students in the weeks leading up to the conference day, to help them decide on which aspects of their learning they would like to share with their parents and in what way.

With the help of a few well-placed signs, a student constructed checklist, and some practice sessions, our students did a fabulous job of leading their parents to different parts of the campus as well as through their portfolios and teaching them to do some of their favourite activities.

For many of our students, it was their first Student-Led Conference ever and they thoroughly enjoyed the shared experiences with their parents. Some of the activities they did, included maths games, painting and pasting in art, dancing, interactive whiteboard tasks, PE, exploring books and their portfolio of work from the year so far, and helping mum and dad to complete a feedback sheet about their session.

We hope those of you who attended your child’s conference this year, enjoyed the role reversal and the opportunity to see your child’s perspective of life at ISS in 2018. Many of the children are already looking forward to the 2019 Student-Led Conferences and thinking about what they might repeat and what they might do differently next time. Here are some photos from this year in ECH1 during their first ever conference.

Year 8 Resources Unit This term the year 8’s investigated the abundance of resources, their effect on the balance of power, and how that results in conflict. The year 8’s were put into small groups and acted as UN observers. As UN observers we investigated and reported on a current or past conflict over a natural resource. Our report focuses on the conflict through a science and social science lens. The repost consisted of the resource’s scientific background, its contribution to the country’s gross domestic product and its environmental impacts. The conflicts that were investigated were copper in Bougainville, water in the Nile, logging in the Amazon, minerals in the Congo, the opium war in China, and LNG in the South China Sea. After our report was submitted we had to share our understanding with the community by creating performances that focused on important aspects of the conflict. All the performances were performed in a showcase evening in front of our families. Every group had a unique performance such as a spoken word, a talk show, a play that included a song, a song that included poems, and UN conferences. They all were different and unique and absolutely phenomenal. My group focused on the copper war in Bougainville, Papua New Guinea. We showed our understanding by composing a song and writing two poems. The song and poems all focused on different and important aspects of the conflict.

Through this unit we have learned much more than just conflict over resources. This unit gave us the opportunity to learn more about each other. We learned how to cooperate and work hard together in order to put out a performance everyone would enjoy and remember. Working together helped us learn more about each other and how unique and talented everyone is. The year 8’s now get to leave with an understanding of how complicated the world can be, but also understanding how the conflict natural resources lead to can help find resolution to problems and change the world for the better.

By Carmina

Hindi Studies

Hindi Language skills learning started with lot of excitement in ECH 2, Year 1, Year 3, and Year 5. Overall learning experiences cover Listening and Speaking, Reading and Writing, and Presenting which are major areas of Oral, Written Language, and Visual Language. Hindi learning experiences are from the Units of Inquiry in all the year levels.

ECH2 are excited about their learning of family relationship in Hindi. They made finger puppets and enjoyed singing

Namaste‐ Students gree ng in Hindi

Students excited about their Kine c Learning – dauro (run), Chalo (run), Koodo (jump). I can run. (Main daur sakta huun.)

Year 1 enjoying making paper folding diya (lamps) in their Hindi class.

Students doing simple yoga (kapaal Bhar ) during one of the Hindi classes

Year 5 Learning to write their names in Hindi script

School Nurse HEAD LICE Head lice infection is not a problem of schools but of the wider community.

Parents are primarily responsible for identifying, treating, and preventing head lice in their family.

Head lice are one of the most common communicable conditions, most seen commonly among children aged 3 to 11 years. Live lice feed on human blood and live close to the human scalp. They are not dangerous and do not transmit disease, but they are contagious. Head lice often infest people with good hygiene and grooming habits.

Not all people experience symptoms. Head lice can cause itching and lack of sleep (lice are more active in the dark). There are a number of available treatments from the chemist, including new prescription treatment options that are safe and do not require combing out nits from your child’s hair. You may, however, want to remove nits for aesthetic reasons.

Please check your child’s head for lice and treat them as soon as possible.

Also, please do not bring them to school until after the first treatment.

Procedure if child is at school and lice is suspected: A trained designee from the school will check the child for head lice.

If no live lice are detected, and nits are greater than 0.6mm from the scalp, or if the parent confirms that nits have been treated within the last two weeks, the student will be allowed to stay in school.

If live lice are detected, the student will be removed from the classroom and sent home.

Parents should treat their child as soon as possible. Students will be allowed to return to school, even on the same day of detection, once treatment has taken place.

No student should be out of school for more than 24 hours for the treatment of lice.

After an identified student with head lice returns to school, the student will be re-examined before returning to class. If the parent verifies the student has been treated appropriately and no lice are found, the student may return to class.

If upon re-examination, live head lice are found and/or there is no evidence that treatment was provided, the student will be sent home and not be allowed to return to class until the student can be appropriately treated.

The confidentiality of the student will be maintained at all times.

Parent’s responsibility: It is ultimately the parents’ own responsibility to take control of head lice in their children. To make it easier to manage head lice in schools, parents may carry out the following procedures: 1.

2.

3.

4.

Check their child’s hair for lice on a weekly basis.

Treat an infested child as soon as possible after the lice have been identified.

Inspect household members regularly.

Notify the school and parents of close friends if they have identified head lice in their children, to make sure that if the lice were transmitted, treatment can start as soon as possible.

5. Notify the school of the treatment procedures you have followed so that your child can attend school.

6. Make sure that children with long hair attend school with their hair tied back.

What is Ringworm?

Ringworm is a common fungal skin infection otherwise known as tinea.

Ringworm most commonly affects the skin on the body (tinea corporis), the scalp (tinea capitis), the feet (tinea pedis, or athlete's foot), or the groin (tinea cruris, or jock itch).

Does Ringworm mean I have worms?

No. Ringworm is not caused by a worm. It's a fungal infection that often forms a ring-shaped rash. It can have a red center (seen here) or normal skin tone inside the ring. Other rashes can look like ringworm, including spider bites, nummular eczema, and Lyme disease, a more serious infection that produces a bull's-eye shaped rash. These require different treatments, so it's important to consult a medical professional.

What causes Ringworm?

Certain fungi can help the body, but the dermatophyte types that cause ringworm irritate the skin instead. These fungi live off the dead tissues of your skin, hair, and nails. Dermatophytes thrive in warm, moist areas, such as the skin folds of the groin area or between the toes. You’re at greater risk of getting ringworm if you sweat excessively or have minor injuries to your skin, scalp, or nails.

Ringworm of the Body (Tinea Corporis) There are several types of ringworm (tinea) that can affect different parts of the body. When fungus affects the skin of the body, it often produces itchy, red, raised, scaly patches that may blister and ooze. The patches often have sharply defined edges. They are often redder around the outside with normal skin tone in the center, creating the appearance of a ring. Your skin may also appear unusually dark or light.

Ringworm of the Scalp (Tinea Capitis) Ringworm of the scalp commonly affects children in late childhood or adolescence. This condition may spread in schools. Tinea capitis often appears as patchy, scaling bald spots on the scalp. (Other scalp conditions, such as seborrhea or dandruff, do not cause hair loss).

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Ringworm of the Foot (Tinea Pedis) Tinea pedis is an extremely common skin disorder, also known as athlete's foot. This fungal infection may cause scaling and inflammation in the toe webs, especially the one between the fourth and fifth toes. Other symptoms include itching, burning, redness, and stinging on the soles of the feet.

Ringworm of the Groin (Tinea Cruris) Tinea of the groin (jock itch) tends to have a reddish-brown color and may extend from the folds of the groin down onto one or both thighs. Jock itch occurs mostly in adult men and adolescent boys. (Other conditions that can mimic tinea cruris include yeast infections, psoriasis, and intertrigo.) Jock itch may occur due to sweating, hot and humid weather, or friction from wearing tight clothes.

Ringworm of the Beard (Tinea Barbae) Ringworm of the bearded area of the face and neck, with swellings and marked crusting, sometimes causes the hair to break off. In the days when men went to the barber daily for a shave, tinea barbae was called barber's itch.

Ringworm of the Face (Tinea Faciei) Ringworm on the face outside of the beard area is called tinea faciei. On the face, ringworm is rarely ring-shaped. Characteristically, it causes red, scaly patches with indistinct edges.

Ringworm of the Hand (Tinea Manuum) Ringworm may involve the hands, particularly the palms and the spaces between the fingers. It typically causes thickening (hyperkeratosis) of these areas, often on only one hand. Tinea manuum is a common companion of tinea pedis (ringworm of the feet).

Ringworm of the Nails (Tinea Unguium) Ringworm is the most common fungal infection of the nails, also called onychomycosis. It can make fingernails look white, thick, opaque, and brittle, but more often toenails look yellow, thick, and brittle. Artificial nails increase the risk for tinea unguium as emery boards can carry infection, and water can collect under the artificial nail, creating a moist area for fungal growth.

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How does Ringworm spread?

Ringworm is highly contagious and can be spread multiple ways.   

You can get it from an infected person, animal, object, and even soil.

Heat and moisture help fungi grow and thrive, which makes them more common in areas where you sweat.

Fungi also grows in skin folds such as those in the groin or between the toes.

Catching Ringworm from Pets Ringworm is an example of a zoonotic disease (transmitted from animals to humans). Cats are among the most commonly affected animals. If a cat has ringworm, a person in the house often gets the infection. Dogs, cows, goats, pigs, and horses can also spread ringworm to humans. People catch ringworm from touching the animals, or touching their bedding, grooming items, saddles, carpeting, etc.

How is Ringworm diagnosed?

Sometimes, the diagnosis of ringworm is obvious from its location and appearance. Otherwise, doctors can test skin scrapings for tinea fungus.

How Is Ringworm Treated?

Ringworm can be treated with antifungal creams containing clotrimazole (Cruex, Lotrimin), miconazole (Desenex, Monistat-Derm), ketoconazole (Nizoral), and terbinafine (Lamisil). In cases of severe or resistant infections on the scalp or nails, doctors may prescribe oral medicines such as terbinafine, itraconazole (Sporanox), griseofulvin, fluconazole (Diflucan), ciclopirox, or naftifine.

Tips for Preventing Ringworm Ringworm is difficult to prevent, but here are tips to reduce your risk:       

Don't share clothing, sports gear, towels, or sheets.

Wear slippers in locker rooms and public pool & bathing areas.

Shower after any sport that includes skin-to-skin contact.

Wear loose-fitting cotton clothing. Change your socks and underwear at least once a day.

Keep skin clean and dry. Dry yourself completely after showering.

If you have athlete's foot, put your socks on before your underwear to prevent spreading to your groin.

Take your pet to the vet if it has patches of missing hair, which could be a sign of a fungal infection.

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High School Athletics

Primary School Athletics

Upcoming Events Term 4 Week 1 to Week 9 T4 Week 1 Monday 8th October TOD Tuesday 9th October Students Start Wednesday 10th October Fiji Day Public Holiday Friday 12th October Fiji Day Assembly T4 Week 2 Monday 15th October Business Week Year 11 Global Hand washing Day 8am Head Student Speeches 1pm Tuesday 16th October High School Drama Performance Thursday 18th October Blood Donation Day Friday 19th October Primary Assembly T4 Week 3 Monday 22nd October Year 10 & 12 Examination Leave Thursday 25th October Arts Evening Friday 12th October Primary Assembly T4 Week 4 Monday 29th October Start of IB DP Exams International Film Festival Tuesday 30th October International Film Festival Wednesday 31st October International Film Festival Thursday 1st November International Film Festival Friday 2nd November Primary Assembly International Film Festival

T4 Week 5 Wednesday 7th November Diwali Public Holiday Thursday 8th November Middle School Concert Friday 9th November Primary Assembly T4 Week 6 Monday 12th November Year 9 & 11 Exam Week l Friday 16th November Primary Assembly Chow Games T4 Week 7 Monday 19th November Prophet Mohammed’s Birthday Public Holiday

Friday 23rd November Primary Assembly T4 Week 8 Friday 19th October Primary Assembly Year 12 Led Farewell Assembly T4 Week 9 Wednesday 5th December High School Presentation Evening Thursday 6th December Farewell Assembly

INTERNATIONAL SCHOOL SUVA

TERM DATES 2018 Term 1 (10 weeks) Tuesday16th January 2018 Thursday 18th January 2018 Tuesday 23rd January 2018 Thursday 29th March 2018 Friday 30th March 2018

New teachers start All teachers start Students start Term ends Good Friday

Term 2 (10 weeks) Teachers and Y11 and Y12 ACT students start All Students start.

Term ends National Sports day

Monday 16th April 2018 Tuesday 17th April 2018 Friday 22nd June 2018 Friday 29 June 2018

Term 3 (10 weeks) Teachers start Teachers, Y11 and Y12 ACT students start All Students start Constitution Day – Public Holiday Term ends

Monday 16th July 2018 Tuesday 17th July 2018 Wednesday 18th July 2018 Friday 7 September 2018 Friday 21st September 2018

Term 4 (9 weeks) Teachers start Students start Fiji Day – Public Holiday Diwali Prophet Muhammad’s birthday Term ends for students Term ends for teachers

Monday 8th October 2018 Tuesday 9th October 2018 Wednesday 10thOctober 2018 Wed 7 November 2018 Monday 19 November 2018 Thursday 6th December 2018 Friday 7th December 2018