the calendar€¦ · last day term 1 from the principal the calendar. term 1 week 5 25 february...

Term 1 Week 5 25 February 2019

9875 3100 9875 3762

[email protected] www.johnpurch-p.schools.nsw.gov.au

For future dates please refer to the “calendar” tab located on the school website

www.johnpurch-p.schools.nsw.gov.au

What is covered in the English curriculum?

The stage statements included below provide a useful summary of what the students typically learn from Kindergarten through to Year 6. This has been taken directly from the English K -10 Syllabus which is located, along with other useful information, on the National Education Standards Authority (NESA

website).

TUES 26 FEB

9am & 5pm Parent Workshop:

How to help your child at school or at

home

THURS 28 FEB

1.50pm Induction Assembly

First Assembly 2019

MON 4 MAR

JPPS Swimming Carnival

TUES 5 MAR

9am or 5pm Kindy Parent Reading

workshop Yr 6 to 7 Parent

Info Night 6pm at CTHS

THURS 7 MAR

Stewart House bagas due for Friday pickup

FRI 8 MAR

Zone Swimming

MON 11 MAR

7pm P&C AGM in the annexe

TUES 12 MAR

Year 6 CTHS “Annie” Production

THURS 14 MAR

Selective HS test 2.05pm Assembly

FRI 15 MAR

P & C Welcome BBQ

WEDS 20 MAR

Paul Kelly Cup

WED 27 MARCH

X-country

THURS 28 MAR

Syd North Swimming

2.05pm Harmony Day Assembly

FRI 5 APR

P & C Disco

MON 8 APR

Parent /Teacher Interviews commence 7pm P & C

meeting

TUES 9 APR Bronze award morning tea in

annexe

THURS 11 APR Easter Hat Parade

FRI 12 APR Last day Term 1

MON 29 APR School Dev Day

Only STAFF attend school

TUES 30 APR Students K – 6 return to school after vacation

rade FRI 12 APR Last day Term 1

FROM THE PRINCIPAL

THE CALENDAR

http://www.johnpurch-p.school/

http://www.johnpurch-p.schools.nsw.gov.au/


Early Stage 1 (Kindergarten)

By the end of Early Stage 1 students respond to a range of spoken, written and multimodal texts from familiar contexts. They demonstrate active listening behaviours to follow simple instructions and ask

relevant questions. Students mix and communicate informally with peers, teachers and known adults in informal and structured classroom settings. They communicate clearly and purposefully when engaging in pair, group and class discussions. Students demonstrate an emerging awareness of how people use spoken language for different purposes. They deliver short presentations using familiar and learned vocabulary. Students explore the way familiar spoken texts are constructed & the features of the texts. Students develop reading, viewing and comprehension skills and strategies using context, grammar, word usage and phonics to make meaning from short, predictable printed texts on familiar topics. They interpret and provide relevant explanations of characters and main events in imaginative texts, and key ideas and visual features in short informative texts, making connections to personal experience. Students recognise, discuss and respond to the different kinds and purposes of various written, visual and digital texts from a variety of cultures. They read with some fluency and accuracy, drawing support from concepts of print and their developing sound and letter knowledge. Students explore and identify some features of texts, including the use of rhyme, letter patterns and sounds in words in written and spoken texts. Students engage in writing with an increasing awareness of the nature, purpose and conventions of written language. They create simple texts and recreate familiar imaginative texts by drawing on personal experience and through performance, drawing and images. Students retell events and experiences for known audiences that demonstrate an awareness of the text structure, basic grammar and punctuation needed. Students begin to apply simple editing techniques to their written work. They know and use letters and sounds of the alphabet to attempt to spell known words. Students write most lower and upper case letters appropriately, using the NSW Foundation Style as appropriate. They explore the use of digital technologies to construct a variety of multimodal texts. Students become aware of how to reflect on and assess their own and others’ learning. Kindy children learning to read and write ‘camera’ words

Stage 1 (Years 1 & 2

By the end of Stage 1 students communicate with a wide range of audiences on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new communication skills and select vocabulary to enhance meaning in order to give confident presentations. Students attend to instructions, share ideas and engage effectively in group and class discussions. They recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them. Students create imaginative, informative and persuasive spoken texts drawing on their own experiences, their imagination, and ideas they have learned. Students read and view imaginative, informative and persuasive texts. They use an increasing variety of skills and strategies, including knowledge of text structure, context, grammar, punctuation, word usage and phonics, to make connections between texts and between their own experiences and information in texts. Students read with developing fluency and intonation short texts with some unfamiliar vocabulary, simple sentences and images. Students read, interpret and discuss texts from a variety of cultures, including visual and multimodal texts, using a range of skills and strategies. They locate literal information in written texts and refer to features of language and images to make inferences about characters’ actions and motivations. Students explore and identify ways in which texts differ according to purpose, audience and subject.


Students create imaginative, informative and persuasive texts on familiar topics for known readers by planning, proofreading and editing their own writing. They write using basic grammatical features and conventions of punctuation, showing an awareness of different purposes, audiences and subject matter. Students use knowledge of letter–sound correspondence, sight words and regular spelling patterns to accurately spell known words and an increasing number of irregularly spelt words. They write consistently and clearly using NSW Foundation Style as appropriate and use digital technologies to produce texts, recognising simple conventions, language and functions. Students reflect on and assess their own and others’ learning.

Students in 2B writing a postcard to Miss Barrett, with today’s focus being on using correct punctuation

Stage 2 (Years 3 & 4)

By the end of Stage 2 students communicate expressively and clearly with growing proficiency about ideas and information in classroom, school and social situations for a range of purposes. They explore a variety of roles when interacting in pairs and groups, attending to different views and responding appropriately. Students use various listening behaviours to gather general ideas and key points from conversations, reports or spoken presentations. They identify the effect of purpose, audience and culture on spoken texts and shape and present ideas accordingly. Students identify common organisational patterns and language features of predictable spoken texts. Students independently read, view and respond to familiar and challenging texts and justify interpretations of ideas, information and events using a range of skills and strategies. They integrate a range of skills and strategies efficiently when reading, interpreting, analysing and evaluating texts and visual images. Students identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understandings. They recognise the representation of characters, settings and events in imaginative texts and start to evaluate point of view. They explain some ways in which authors and illustrators engage the interests of audiences and achieve a range of purposes. Students explore the structural and grammatical features and purposes for a range of written, visual and multimodal texts.


Students create well-structured imaginative, informative and persuasive texts in terms of topic, purpose, audience and language by drafting, proofreading and editing for familiar and unfamiliar audiences. They use simple and complex sentences, paragraphing, punctuation and grammatical features characteristic of the various texts to support meaning. Students spell familiar and unfamiliar words using knowledge of letter–sound correspondence, regular and irregular spelling patterns, spelling rules and a range of other strategies. They use increasing fluency when writing, applying NSW Foundation Style as appropriate, and develop digital publishing skills. Students explain and reflect on how they structure their writing to achieve intended purposes.

Stage 3 (Years 5 & 6)

By the end of Stage 3 students communicate effectively, using considered language to entertain, inform and persuade audiences for an increasing range of purposes. They work productively and independently in pairs or groups to deliver effective presentations using various skills and strategies. Students collaborate with others to share and evaluate ideas and opinions and to develop different points of view. They express well-developed and well-organised ideas about literary texts and respond constructively to different opinions. They demonstrate active listening behaviours in order to gather specific information and ideas, recognising and exploring how spoken and written language differ and how spoken language varies according to context. Students evaluate characteristic language features and organisational patterns of challenging spoken texts. Students independently read and view an extensive range of complex texts and visual images using a comprehensive range of skills and strategies. They respond to themes and issues within texts, recognise point of view and justify interpretations by referring to their own knowledge, values and experiences. They identify, critically analyse and respond to techniques, literary devices and language features used by writers to influence readers. Students compare and accurately summarise information on a particular topic from different texts and make well-supported generalisations about the topic. Students identify text structure of a range of complex texts and explore how grammatical features work to influence an audience’s understanding of written, visual, media and multimodal texts. Students create well-structured and well-presented written and multimodal imaginative, informative and persuasive texts for a wide range of purposes and audiences. They deal with complex topics, issues and language features. Students select information and ideas from personal, literary and researched resources, and adapt imaginative ideas and situations from literature. They make considered choices in written texts from an expanding vocabulary and from growing knowledge of grammatical patterns, complex sentence structures, cohesive links and literary devices. Students write well-structured sentences and paragraphs on particular aspects of the topic, clarifying and explaining how choices of language and literary features were designed to influence the meaning communicated in their texts. They spell most common words accurately and use a variety of strategies to spell less common words. They develop a fluent writing style and employ digital technology to present written texts effectively in a variety of ways for different purposes and audiences. Students evaluate the effectiveness of their writing by drafting, proofreading, editing, reviewing and publishing, focusing on grammatical features and the

conventions of writing.

6G students view visual text to support predictions, using a thinking routine Colour, Symbol, Image


Extra Curricular Activities

Please find an overview of extra curricular activities below. Other information pertaining to activities managed by teachers will be relayed as necessary in future communications such as in the newsletter, emails and/or bag notes.

Activity Stage Teacher Rehearsal /Practices

Commitments Estimated Costs

Other Information

Art Club Yrs 4 - 6

MrsJo Lovell, Mrs Lara, Mrs Taylor, Miss O'Brien

Thurs lunch Enter works in competitions

Approx. $25. Purchase art diaries and sketching pencils

Band 2 & 3 P & C Band committee and coordinator

Mons 7.20am concert Weds 7.20am training

Practices, camps and competitions

TBA

Chess

1- 3 Mrs Leanne McDonald

Wednesday lunch

Practices and competitions

Choir K - 2 K - 2 Mrs Noeli Lara

Tues lunch Practices and performances

nil

Choir Junior 3 & 4 TBA TBA Practices and performances (tba)

tba

Choir Senior 5 & 6 Mrs Emily Ducie and Mrs Margaret Collier

Thurs 8am Weeknight performance in September

$50

Dance Junior Stage 1

1 & 2 Miss Ishac Mon lunch & Weds morning 8am

Weekday and weekend competitions.

$180

Dance Stage 2

2 Miss Scholz Miss Nelson

Mon lunch Thurs mornings

Weekday and weekend competitions

$180

Dance Stage 3

3 Miss Ward Tues lunch and Fri morning 8am

As above plus possible night time performances at Homebush in Nov

$180

Debating 3 Mrs Laura Winston and Miss Helena Granziera

Thurs lunch Homework & Inter school competitions

tba Auditions towards end of term 1

Gardening Yrs 1, 2 & 3

Mr Kerrigan, Miss Barrett

Tues and Thurs lunch

History Club Yrs 4 - 6

Miss Jacqui Brennan

Weds lunch Lunch times

STEAM (Science, Technology, Engineering, Arts, Mathematics)

Yrs 2 - 6

Mrs Martinez Mrs Leanne McDonald

Mon and Weds lunch times from Term 2

After school culminating celebration

tba


Home School Engagement The NSW Department of Education has introduced The School Community Charter, which outlines the

responsibilities of parents, carers, educators and school staff in NSW public schools to ensure our

learning environments are collaborative, supportive and cohesive. It describes expectations regarding

communicating with our school, that respectful communication is a right and the importance of working

together in partnership to maximise the learning and wellbeing outcomes for our students. Please take

some time to look at the charter which has been included below.

Communication between parents and school staff is important to us. Please consider the following:

appointment times made at a mutually convenient time enables concerns to be raised and

addressed confidentially and attentively.

trying to talk to teachers when they are teaching, managing children, at assembly or engaged in

another conversation is inappropriate, as teachers’ attention is focused on the students

a strong partnership between the home and the school benefits all members of our learning

community.

children observe and learn to interact positively by watching others’ interactions.


John Purchase Public School

Parents & Citizens Association “Participate & Communicate”

NOMINATION FORM

for 2019 JPPS P & C Association Positions

Nominee to complete (self nomination) Nominee Name:

Phone Number:

Position nominated for:

----------------------------------------------------------------------------------------------------------- Returning Officer only

Accepted by: Name

Signature

Seconded by:

Name

Signature

-----------------------------------------------------------------------------------------

Nomination form to be completed and handed to Mrs Black by 3pm on Monday 11 March 2019.

THE ANNNUAL GENERAL MEETING TO BE HELD ON MONDAY 11 MARCH AT 7PM IN THE HALL ANNEXE

NOTE: ALL NOMINEES MUST ATTEND IN PERSON

Mrs Leonie Black Principal


Student Leadership Induction Assembly

Parents and family members are cordially invited to attend our first assembly for 2019, this Thursday afternoon. As it is an extraordinary event, please note the earlier start time of 1:50pm under the COLA. Class awards will not be presented at this assembly. Congratulations to the following students, all of whom, will be inducted into their respective leadership positions: Our School Leaders: Amelie, Ashton, Kavya, Moaz Years 2-6 Student Representative Councillors: 2B Mia David 2C Vansh Dhiya 2D Hannah Monzer 2N Zoe Oscar 3B Lewis Chloe 3L Abigail Matthew 3M Medha Erin 3-4W Aiden Ishka 4LT Sophie Atticus 4N Patrick Chloe 4-O Nikola Muhammad

4-5B Brandon Michelle 5J Isaac Mia 5K Tara Kieran 5M Finlay Rebecca 5-6JG Joshua Akeesha 6G Bronte Zenith 6L Sarah Anne Jacob 6W Sherry Andrew Sporting House Captains: Arinya Senior Captains – Akith & Sarah Senior Vice Captains – Akeesha & Jeevan Junior Captains – Annie & Nicholas Bukari Senior Captains –Bronte & Harry Senior Vice Captains –Luke & Kiera Junior Captains –Matthew & Julia Deribong Senior Captains –Jacob & Amelia Senior Vice Captains –Hannah & Zachariah Junior Captains –Sophie & Beau Meriki Senior Captains –Lucy & Benjamin Senior Vice Captains –Samuel & Claire Junior Captains –Min-Chan & Taylor Stage 3 Library Monitors: Akeesha, Amy, Christian, Emily, Janumi, Jiya, Meena, Prisha, Senoli, Yasith

FROM THE DEPUTY PRINCIPAL


Band Leaders: Band Captain – Daniel Flute Leader – Taylor Clarinet Leader – Melissa Saxophone Leader – Michael Brass Leader – Yasith Keys & Percussion Leader – Joshua Student Wellbeing

Last week, I began to share an overview of our school’s policy on student wellbeing. I now include an outline of the strategies and practices we use, to promote positive student behaviour. As many of you will now have heard in your child’s classrooms, teachers establish class routines and behavioural expectations at the beginning of the year, and teach anti bullying lessons such as from the ‘Friendly Schools Plus’ program, in Term 1 each year. School rules and expectations are discussed, and class rules are negotiated within classes. Teachers select from a wide range of positive behaviour management strategies, based on the needs of their particular class context. For example: awarding table points, house points, sticker charts, class trophy, verbal and non-verbal praise, communication home about achievement and behaviour, class game afternoons; all to encourage and reward positive social behaviours and application to learning. Restorative practice is useful in managing issues in the classroom and on the playground, as it supports students to explore issues, use dialogue and negotiation and repair relationships if things have gone wrong. Restorative, rather than punitive practices, help to build a culture of trust, empathy and respect. Teachers are encouraged to use the language of restorative practices, so that students hear a consistent message in all school contexts. This language includes questions such as, “What happened?” and “How can we fix it?” rather than, “Why did you do that?” The many leadership opportunities, such as those positions I have listed above, promote the high expectations we hold for all of our students. Additionally, the school operates buddy classes; allowing each class to buddy with another class in a different stage. This provides additional social support for the younger students and leadership and nurturing opportunities for older students. Already, our new Kindergarten cohort has benefitted from the support they have received from our senior students and these photos are testament to the positivity of life at school with a buddy!


Special Religious Education (Scripture)

As advised last week, scripture classes will commence for most groups tomorrow. Currently, Hindu scripture will be offered to students in K-4 only, as one more teacher is still required for Years 5 and 6. The provider of Hindu scripture, will provide full training for any parent who would like to learn about delivering Hindu Dharma classes. Interested parents would also need to meet the requirements of the Working with Children Act. Please contact Mrs Akila Ramachandran via mobile on 0450 117 372, or email [email protected] for further information.

Our School Expectations

This week’s specific expectation focuses on Responsibility: be punctual arriving at school on

time

Congratulations to the students who have demonstrated our school expectations of RESPECT, RESPONSIBILITY or who have tried to ASPIRE. The latest awardees are published below:

Purchase Prides

Please note that these badges will be presented at the Week 6 Monday morning assembly (next week). Congratulations to:

Blake Mc (3/4W), Ruby A (1A), Angel T (3/4W), Kavan K (4LT), Atticus D (4LT)

Silver Level Award

Please note that this award will be presented at the Thursday afternoon assembly in Week 7. Congratulations to:

Kyan R (3M)

Mrs Adela King

Deputy Principal

mailto:[email protected]


Stage 3 PSSA Results:

Oz tag:

Boys - JPPS 10 beat Roselea PS 8

Girls - JPPS 17 beat Roselea PS 4

Softball:

Boys - JPPS 11 beat Roselea PS 3

Girls - JPPS 4 lost to Roselea PS 12

Swimming Carnival

Thank you to all the students who have brought back their swimming carnival permission notes. If you have not brought yours back can you please do so ASAP. The staff are looking forward to a great carnival next Monday. Don't forget students need to be at school by 8:40am to get on the buses by

8:50am. We look forward to seeing you there.

Paul Kelly Cup

Congratulations to all students who successfully made the girls or boys Paul Kelly Cup Team. You will receive your permission notes shortly. The date for the carnival has changed. It is now on Wednesday 20th March at Gore Hill Oval, St Leonards.

Jess McDonald, Sports Coordinator

What is bullying?

Bullying is when one or more of the following things happen repeatedly to someone who finds it hard to stop it from happening. Bullying is when a person or a group of people offline (e.g. - in person) or online (mobile phone or Internet):

Make fun of / tease someone in a mean and hurtful way

Tell lies or spread nasty rumours about someone to try to make others not like him/her

Leave someone out on purpose or not allow him/her to join in

Hit, kick or push someone around

Deliberately damage, destroy or steal someone’s things

Threaten or make someone feel afraid of getting hurt It is NOT bullying when:

Teasing is done in a friendly, playful way and the person isn’t hurt or offended

Two people have a disagreement

Leonie Cole Learning and Support Teacher

FROM THE TEACHERS


CLEAN UP AUSTRALIA DAY

Dear Parents and Students,

Each year thousands of students across Australia participate in Schools Clean Up Day to

create a healthier environment for Australia and learn about ways to conserve our beautiful

country.

This Friday, 1st March, is Clean Up Australia Day for John Purchase Public School. We will

be participating in the day by cleaning up our playgrounds and gardens. Students are asked to

bring gloves to school to protect their hands and bags to collect the rubbish and weeds in.

Parents are also encouraged to join in. You may like to arrive at school a little earlier than

usual to pick up your children and join in the clean up. There are many gardens and areas

around the school that are in need of tidying up. Any help will be greatly appreciated.

Thanking you in anticipation for your assistance,

Mrs Collier

Environmental Committee


PARENT HELPER AND SUPPORT TEACHER PRESENTATIONS

How to help a child at home and in the classroom

This presentation will include:

How to implement the Pause, Prompt and Praise strategy and will highlight reading behaviours to notice, develop and support when reading with a child at home or in the classroom.

Information on how to be a parent helper at our school and the ‘Working with Children Check’ that you are required to have. Please note you can lodge your ‘Working with Children Check’ documentation at the school office at any time.

Information about our different support programs and staff :- EAL/D (English as

an Additional Language/Dialect), Reading Recovery, Support Teacher Learning Assistance, MULTILIT, Language for Learning, the Learning and Support Team and the Learning and Support Teacher.

Target audience: K to 6 parents wanting to be parent helpers at JPPS, new parents to the school, kindergarten parents, parents of an EAL/D (English as an Additional

Language/Dialect) child, parents of children on a support program eg. MULTILIT, Reading Recovery, Language for Learning or working with a support teacher and community members who would like to volunteer to be helpers in the classrooms.

Date: Tuesday 26th February 2019

Time: Session 1 :- 9am-10am Session 2 :- 5pm-6pm (the 5pm session will be a repeat of the morning session)

Location: John Purchase Public School hall annexe

Please fill in the return slip below to indicate if you can attend a session and return it to your

child’s class teacher.

If you have any questions regarding the presentation, please feel free to contact Mrs Cole on 9875 3100. Miss Brooks Mrs Cole Mrs Mugridge Mrs Black

EAL/D Teacher Learning Support Teachers Principal ………….………………………………………………………………………………………………………

I _____________________________________ will be attending the parent information presentation at 9am / 5pm (please circle one) on Tuesday 26th February in the JPPS hall annexe. Child’s name______________________________________Child’s class ___________


DO YOU DROP YOUR CHILD AT SCHOOL IN THE MORNINGS? COULD YOU POSSIBLY STAY AN EXTRA HOUR AFTER YOU DROP THEM?

We still need volunteers to help in the Uniform Shop from just 8.30 to 9.30 AM on either Monday, Wednesday or Friday. A big thank you to the two parents who have volunteered so far. It’s much appreciated Frances and Jenny! I’m hoping there are some more parents who enjoy being involved in the school community. No experience needed and a great opportunity to meet other parents and support the school. Please phone Sarah on 0412 987 027 or email [email protected]

FROM THE P & C

mailto:[email protected]


FROM THE COMMUNITY


CHERRYBROOK TECHNOLOGY

HIGH SCHOOL

INFORMATION NIGHT

Visit displays of our student success at our

Year 6 into 7 Information Night

Tuesday 5 March 2019

6.00pm to 8.00pm

Welcome to parents of Year 6

View displays of student work in all Key Learning Areas

Tour the school’s resources, facilities and technology

Meet the Principal and Staff

An opportunity to have your questions answered

Evening commences at 6pm in the MPC (Multi-Purpose Centre)

For more information:

Phone: 9484 2144

Email: [email protected]

Mr Gary Johnson

Principal


Please note our school publishes events for

the convenience of families but does not

endorse any activity, person, product

https://www.healthykids.nsw.gov.au/parents-carers/healthy-eating-and-drinking/importance-of-breakfast.aspx

the calendar€¦ · last day term 1 from the principal the calendar. term 1 week 5 25 february...

Documents