unwins bridge road, tempe nsw 2044 · surrealism and sculpture. students designed and created...

Newsletter 7

Term 4 Week 5

November / December

2018

TEMPE HIGH SCHOOL

Unwins Bridge Road, TEMPE NSW 2044

Phone: 9558 2023 Fax: 9558 9460

Email: [email protected]

Website: www.tempe-h.schools.nsw.edu.au

Office Hours : 8.30am—3.15pm

Innovation, Opportunity, Excellence

From the Principal 2019 HSC has begun Year 11 students have settled into their HSC courses and are moving towards their first lot of HSC Course assessments. Assessment Policies and schedules have been given to all HSC students and are also available online on the school website. The HSC course is a long distance event which needs steady and consistent application for the duration of the course. Silver Awards Congratulations go to students who have achieved a Silver Award this year. They are eligible to go on the Silver Awards Picnic. All students are advised to start earning and saving their merit certificates for next year. Start now!

I look forward to reading each and every yearly report and congratulating worthy award recipients at our end of year assemblies and Presentation Day.

Principal Network Awards I had the pleasure of attending the Principal Network Awards on Wednesday 14

th of November. These

awards recognise members of our staff and school community for their outstanding contributions and achievements in support of student learning. This year Thai Huynh and Cathy Miers receive the awards from our school.

Thai Huynh has been an excellent Vietnamese Teacher for 26 years, 14 of those have been at Tempe High School and he has made an enormous contribution to our students’ performance. Thai has encouraged students to seek the highest possible outcomes through persistence and hard work. He leads by example and as a result the school has achieved excellent results in Vietnamese. Thai has had students from his classes rank 1st in the state on 3 occasions, and 2nd 5 times.

Thai has also mentored and supported international students, providing support for them as they study far from home. His care goes beyond the academic as he is deeply connected to the community and is highly esteemed by students. This allows him to guide his students beyond their fears to achieve their personal best. One of his mentees attained the highest ATAR for all international students in the state in 2015.

Thai has outstanding communication skills with a generosity of heart which has seen him continue to teach HSC students at Tempe High School even though he is now substantively based at another school. He is relentless in the pursuit of excellence and a fine role model for both staff and students. Cathy Miers has served on the Tempe P & C and has been the chair of the extra-curricular band committee for the past four years. Cathy has volunteered hundreds of hours to these roles and has a deep commitment to building and developing the extracurricular Music programs at Tempe High School. Cathy has set up many of the day to day administrative systems involved with running ensembles including banking, emails to parents, organising tutors, photocopying and purchasing sheet music and mobilising additional parent volunteers. She has attended early morning rehearsals twice a week to mark rolls, chased up students and supported staff, Cathy is an excellent parent advocate for Tempe High School and her positive approach is infectious to staff, parents and students alike. She is deeply committed to the growth and development of Music in Tempe High School. In 2018 the extracurricular ensembles has grown to include two concert bands, a choir, a ukulele ensemble and a jazz band. In collaboration with Music staff, Cathy has helped to provide opportunities for students to perform at both school and community events and has established a band camp that is now in its second year running. Cathy is a tremendous asset to Tempe High School her generosity and commitment demonstrates what is possible in public education with strong partnerships between teachers, parents, students and the community. Whooping Cough We have been advised that a person who attends our school has been diagnosed with Whooping Cough. Please refer to the attached Fact Sheet at the end of the Newsletter. Mr S Dassaklis—Principal

TEMPE HIGH SCHOOL


Week

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6

Nov 19 Year 10 Camp Year 7W Geography Excursion - Wolli Creek

Nov 20 Year 10 Camp Year 12 Formal

Nov 21 Year 10 Camp 8am School Spectacular Choir Rehearsals

Nov 22 8am School Spectacular Choir Rehearsals 8:45am Year 10 Peer Support Training

Nov 23 8am School Spectacular Performance 23

rd & 24

th Nov

8:45am Year 10 Peer Support Training

7

Nov 26 8am Years 9A & 9V Mathematics Luna Park Excursion

Nov 27

Nov 28

Nov 29 8:45am Year10 Food Technology (Years 10FT1 & 10FT2) Incursion

Nov 30

8

Dec 3 Year10 Work Experience

Dec 4 Year10 Work Experience

Dec 5 Year10 Work Experience Year 8 Mathematics Luna Park Excursion

Dec 6 Year10 Work Experience Family Violence Workshop

Dec 7 Year10 Work Experience Year 12 Chemistry in class assessment

9

Dec 10

Dec 11 Summer Grade Sport Finals

Dec 12 Recognition Assembly

Dec 13 Silver Award Picnic - Bundeena

Dec 14 9am Start Smart program Years 10A, 10Y

10

Dec 17 11am Start Smart program Years 10R, 10V

Dec 18 Presentation Evening REHEARSAL for Presentation Night

Dec 19 8:45am Last school day for students

Dec 20 Pupil Free day

Dec 21 Pupil Free day

https://web2.tempe-h.schools.nsw.edu.au/webcal/calendar/24












































TEMPE HIGH SCHOOL


ENGLISH FACULTY English Project Based Learning Finale Wednesday 24

th October

Every year in Term 3, Year 8 students participate in an English PBL (Project Based Learning) group assessment which encourages critical and creative thinking about the issue of sustainability. The driving question for this year was:

PBL groups nominated for the PBL Finale included: Oliver W, Leo W, Marley F, Iggy P

George K, Stephen , Olive O

Anna C, Amy Z, Sasha K, Jennifer W

Kiet P, Sagan P, Steven Ba N

Jim D, Jordan A, Wesley L

Georgia S, Amalia V, Antonia V

Marcus N, Jerry H, Felix T

Enmon L, Christian Mantilla R

Liam S, Finn C, Lachlan M

Charlotte D, Ciana Y, Sharon C

On the night, an audience of peers and parents were treated to a range of high quality presentations and innovative responses to the task. We had students promoting the idea of social sustainability through the preservation of Aboriginal languages or the compassionate care packs for women facing the challenge of personal hygiene when living on the streets. Recycling and sustainable lighting use were also featured as part of an environmental sustainability campaign. Students had even budgeted wisely and costed the process and product of their campaign. The judging panel – Mr Dias, Ms Trotter (Deputy Principal) and students (Matthew C in Year 10 and Priscilla T in Year 11) – found it difficult to choose the winners.

And the winners are:

1st

place : Marcus N, Jerry H and Felix T

2nd

place : George K, Stephen A, Olive O

3rd

place : Jim D, Jordan A, Wesley L

*** Congratulations to all the students and thank you to all the teachers for their wonderful guidance of student work! Ms W Taoube—Head Teacher English

Your local council is prepared to give you a budget of $3000 to fund a project for the

local community which will promote sustainability. Your group must prepare a

6-8 minute pitch and a visual component to be considered a candidate for this grant

TEMPE HIGH SCHOOL


MATHS FACULTY Robotics Club On the 29

th September (Saturday) the Robotics Crew and Mr Liu (Mathematics Teacher) headed off to Rockdale

Bunnings to run the BBQ and feed all those hungry ‘want to be’ tradesmen looking for any bargain they can get. The Robotics Club is an expensive venture and some hardline fundraising is required so it goes ahead. About a dozen students showed up to sell ‘snags’ (sausages) and drinks that day, along with Mr Liu. The day was a very profitable one with over $1000 raised. The school will be looking at doing the same fundraiser in 2019 to continue with the Robotics Club. 2018 Mathematics ICAS Results—Compared to the rest of the candidates in Australia:

Great job by all students .

Special mention for Ken Dong in Year 7

Australian Mathematics Competition 27 Tempe students competed and the results were as follows: 7 Distinctions, 16 Credits, 4 Proficients Well done again to all staff and congratulations especially to the Distinction achievers: Year 8 Zimo Luo Year 9 Justin Liu, Caelen Noesjirwan, Samuel Woodhouse Year 10 Daniel Yang, Gang Yang Year 11 Claire Ye Reminder for Mathematics Excursions to Luna Park:

Year 8 - 5th December

Year 9A & 9V - 26th November

Alll students are to be dressed in their PE Sport Uniforms.

Enjoy !!

Mr S Gouzoulis—Head Teacher Mathematics

TEMPE HIGH SCHOOL


CAPA FACULTY

Year 7 Visual Arts - Stranger Things

Students were asked to create a Laser Cut/ painted Self-Portrait that relates to their personality and the micro and macro environment in which they live. The use of Laser cutting provides a strong possible first use of digital manufacturing (high quality, dimensionally accurate cuts) that combine with more traditional artmaking forms of freehand drawing and painting. This duality furthermore highlights the contrasts that exist in the minds of many young people today.

By creating their own signs and symbols, students developed a greater sense of sense and relationship to their world. Students drew inspiration from artists Rene Magritte and Kumi Yamashita. We also accessed aspects of the TV series 'Stranger Things' for the way in which it presents two different alternate worlds. The 'Real' world and the 'upside-down' world.The worlds are connected; yet are very different, much like our private thoughts/dreams and public personality/reality.

The first world is the students 'real (tangible) world' - full of symbols and signs that relate to yourself (Structural, Cultural Frame)

The second world is the dream world where a person's inner thoughts, desires and secret self resides (Subjective and Postmodern Frame) This is the students true or internal mind, soul or nature - a quest to find your own uniqueness.

Ms L Rumble—CAPA Teacher

Year 8 Animals in Art Year 8 have been studying the representation of animals in art in Visual Arts with a focus on Surrealism and sculpture. Students designed and created hybrid animals out of recyclable and found materials that are both recognisable yet unnatural.

Year 7 Printmaking Year 7 have been working tirelessly in Visual Arts while experimenting with printmaking to create beautiful lino prints in the unit ‘Me, Myself and I”. Students carefully carved self-portraits and designs of their own bedroom that they then inked and printed as a way of understanding how artists represent aspects of their own lives.

Mr K Dawson—CAPA

Teacher

TEMPE HIGH SCHOOL


TAS FACULTY Year 9 Textiles and Design During last term students worked on making a lap quilt. They were able to come up with their own ideas for their design and worked steadily to complete them. These are some fantastic examples of their work. Well done! from left back : Lena, Ryan and Isabella from left front : Alex and Charlotte At the end of last term students were given the theme of ‘Sea and Sand’ to design their decoration for their cushions. They were able to use a variety of decorating techniques to make their cushions. They chose to applique, patchwork, machine embroider and hand embroider their designs with great success. The examples provided are:

from left back: Ryan, Charlotte and Lena from left front: Tilly and Alex Year 11/12 Hospitality Year 11 Hospitality have now progressed to Year 12 but not without some high pressure events to get through. First they had their practical exam where they had to prepare, cook and present two dishes in 3 hours. As you can see from the photos some of them were still smiling at the end. During Week 2 of this term they completed their second work placement and they all received wonderful feedback from their employers. In the next few weeks the Year 12 Hospitality Team will be creating tasty appetisers to serve at the Music Ensemble Evening. Excellent work, well done everyone.

Photos: Olivia, Grace and Putu and Skye at Sir Stamford Circular Quay

Ms J Kastanias—TAS Teacher

TEMPE HIGH SCHOOL


Thursday

29th

November

Food Equity

Fundraiser

Help us to help others

Come along and buy some of our delicious snack foods

All proceeds will be donated to World Vision Australia

We will be in the quad at recess on

Thursday 29th

November 2018

SAVE THE

DATE

Bring your money on the day and come

along at recess to purchase some of our

delicious food

The food will be made by

Year 10 Food Technology

Students who will be selling

the food on the day

TEMPE HIGH SCHOOL


PHPE FACULTY On Sunday the 11

th of November, Tempe High School

sent three representative teams to the NSW Volleyball Schools Cup to compete for our school. They were a credit to our school as they played with determination, sportsmanship and ever improving skills. The Open Girls team had a tough draw. There were over 12 teams in their competition and they were certainly not easy to beat. Our girls were outplayed in some of their matches but never gave up. They showed their best ability to rally and play as a team in their last match of the day. We have areas to work on before our next competition, but we are proud of their commitment and effort to improve. The under 17 Boys were incredibly unlucky to miss out on the finals. They narrowly lost to Ryde Secondary College in a match that had several teams watching from the sidelines and cheering at the intense rallies. The boys continue to improve and play incredibly competitive volleyball, whilst off the court, they have become well liked by their competing schools. Special mention to Jordan who played his best game of the year and is improving on spiking at an impressive rate! Our under 17 boys have now achieved an overall ranking of 3

rd in the state! This is a huge

achievement! Hopefully, we can continue our competitive run as we head toward the CHS competition early next year. The boys should be proud of how well they played as a team on Sunday. They were positive in their approach and continued to improve throughout the day. They only just missed out on playing finals, which is incredibly impressive on their first ever competition. With more training, these boys will continue to improve and challenge top teams in the future.

Ms D Bolton—PDHPE Teacher

TEMPE HIGH SCHOOL


SUPER HAPPY FUN DAY!

On the 28th September, 2018, Tempe High School’s annual Super Happy Fun Day was held. Run by the SRC and Year

10 Commerce, Commerce students were assigned an assessment task for Term 3 under the topic, ‘Running a Business’. Upon preparation for Super Happy Fun Day, the students of Commerce were put into groups and encouraged to study, then pitch a product or service idea to market to the students and teachers of Tempe High. This task allowed students to plan for, market, finance, produce and communicate in groups, it required students to develop an understanding of managing a business. These workplace skills were tested on the day and our students provided terrific stalls, each one earning a profit! The students rose over $800 for charity to be split between the school’s SRC for school improvements and The Red Cross to provide humanitarian aid. At the end of the day, the hard work of the SRC and Year 10 Commerce stalls provided a truly engaging Super Happy Fun Day for everyone.

by Alice Li and Annie Tang

TEMPE HIGH SCHOOL


SUPER HAPPY FUN DAY! (continued)

TEMPE HIGH SCHOOL


SUPER HAPPY FUN DAY! (continued)

Ms K Maloney—Head Teacher HSIE

TEMPE HIGH SCHOOL


WELLBEING FACULTY

ATTENDANCE Regular Attendance Did you know that attendance is compulsory for students aged 6-17 years of age? Regular and punctual attendance, especially in the early high school years, provides your child with skills and values that will help them to realise their full potential as students and future adults. If you are experiencing difficulty with your child refusing to go to school, speak to your child’s teacher or Year Advisor before it becomes an entrenched habit. Strategies for Improving Attendance If you are experiencing difficulties getting your child to school, here are some strategies that may help.

Help your child have a good start to the day by ensuring that:

They get a good night sleep

They get up early enough to have breakfast

They leave in time to get to school a little early

They are organized for their day at school

Be positive about school and teachers

Offer daily praise for attendance

Run an incentive program with your child focusing on rewards for good attendance

Encourage your child to talk about problems that may affect school attendance

Ask for help before your child’s attendance becomes a major problem

Finally, be firm and consistent in establishing regular attendance patterns

The Facts on Non-Attendance

Dear Parents

Recent research has found the following interesting facts on non-attendance at school. These are important to consider when deciding whether to keep your child at home. Most primary school non-attendance is parent condoned. Ideally, students should only be absent for health reasons. Students with excessive absences in their school years often struggle significantly in high school because they have missed the basics, leading to further and often chronic disengagement. Sometimes physical symptoms such as nausea, headache, diarrhea etc., may be an expression of a child’s underlying anxiety. Reassure your child that they have caring, professional teachers that are trained to deal with this emotion. Non-attendance, lateness and truancy can give rise to a number of problems such as feelings of inadequacy and low self-esteem. These feelings could manifest themselves as rudeness, refusing to cooperate and disruptive behavior at school. Students who are frequently absent or late often have breakdowns in their peer relationships, leading to further isolation. The importance of punctual attendance at school everyday should never be underestimated. By sending your children to school regularly, you really are providing them with a path to a successful and fulfilling future.

What Do I Do if my Child is Absent Although we encourage students to attend school every day, there are times when this is not possible. Ideally, you should keep your child at home when they are sick. Reasons for absence must be acceptable to the school and the Department of Education. Acceptable reasons include illness, religious festivals and medical appointments that could not be made outside of school hours. Unacceptable reasons include birthday celebrations, sleeping and traffic delays. If your child is absent from school, you need to write a note explaining the reason for the absence when your child returns to school OR you can contact the school directly with the reason for absence. Your child’s attendance will be regularly monitored and you will be contacted if there are any concerns. A sound education is not possible without regular attendance.

WELLBEING FACULTY (cont.)

Punctuality

Arriving at school and class on time is very important as it:

Ensures that students don’t miss out on the important learning activities scheduled early in the day when students are most alert

Helps students learn the importance of punctuality and routine

Gives students time to greet their friends before class and therefore allows them to settle into class immediately

Reduces the opportunity for classroom disruption

Lateness is recorded as partial absence and must be explained by parents/carers in the same way as other forms of absences

Sport and other physical activities help the healthy physical and mental development of your child. Sports days and sports carnivals as normal school days and students must attend. If you are experiencing problems with punctuality, speak to your child’s teacher or Year Advisor

Ms A White—Wellbeing Head Teacher

TEMPE HIGH SCHOOL


YEAR 10 WORK EXPERIENCE

(Monday 3rd

- Friday 7th

December)

Year 10 WORK EXPERIENCE week is fast approaching.

All necessary documentation was sent to students via email last term. Copies of the documentation can be obtained from Mr Fawcett in the Careers Office.

The STUDENT PLACEMENT RECORD must be completed by the student, the employer and the parent/caregiver then returned to Mr Fawcett as soon as possible.

Students having difficulty obtaining a work experience placement need to see Mr Fawcett to discuss. Mr S Fawcett—Careers Advisor

TEMPE HIGH SCHOOL


ANAPHYLAXIS MANAGEMENT POLICY

BACKGROUND Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life-threatening. The most common allergens in school aged children are peanuts, eggs, tree nuts (cashews), cow's milk, fish and shellfish, wheat, soy, sesame, latex, certain insect stings and medication. The key to prevention of anaphylaxis in schools is knowledge of those students who have been diagnosed at risk, awareness of triggers (allergens), and prevention of exposure to those triggers. Partnership between school and parents is important in ensuring that certain foods or items are kept away from the student while at school. Adrenaline administered through an Epipen or its equivalent to the muscle of the outer thigh is the most effective first aid treatment of anaphylaxis.

PURPOSE • to provide, as far as practicable, a safe and supportive environment in which students at risk of anaphylaxis can

participate equally in all aspects of schooling

• to raise awareness about anaphylaxis and the school’s anaphylaxis management plan in the school community

• to engage with parents/carers of students at risk of anaphylaxis in assessing risks, developing risk minimisation

strategies and the management strategies for the student

• to ensure that each staff member has adequate knowledge about allergies, anaphylaxis and the school’s policy

and procedures in responding to an anaphylactic reaction

INDIVIDUAL ANAPHYLAXIS MANAGEMENT PLANS The Principal will ensure that parents of students, who have been diagnosed by a medical practitioner as being at risk of anaphylaxis, understand that their medical practitioner must provide an up-to-date individual anaphylaxis management plan to the school as early as possible. The individual anaphylaxis management plan will be in place as soon as practicable after the student enrols, and if possible, prior to the student starting school.

The individual anaphylaxis management plan will set out the following:

• information about the diagnosis, including the type of allergy or allergies student has (based on a diagnosis from

a medical practitioner)

• strategies to minimise the risk of exposure to allergens while the student is under the care or supervision of

school staff, for in-school and out of school settings including camps and excursions

• information on where the student’s medication will be stored

• contact details for the student

• the procedure for managing an emergency (ASCIA Action Plan), which is provided by the parent

• each student’s individual management plan will be reviewed, in consultation with parents/carers

• annually and as applicable

• if the student’s condition changes or

• immediately after a student has an anaphylactic reaction at school

It is the responsibility of the parent to:

• provide the emergency procedure plan to the school

• inform the school if their child's medical condition changes, and if relevant, provide an updated emergency

procedure plan

• provide an up-to-date photo for the emergency procedure plan when the plan is provided to the school and

when it is reviewed

TEMPE HIGH SCHOOL


COMMUNICATION PLAN The Principal will be responsible for ensuring that a communication plan is developed to provide information to all staff, students and parents about anaphylaxis and the school’s anaphylaxis management policy/plan. The communication plan will include information about what steps will be taken to respond to an anaphylactic reaction by a student in classroom, in the school yard, on school excursions and special event days. The Head Teacher Wellbeing will ensure staff are informed of students at risk and what their role is in responding to an anaphylactic reaction by a student in their care. This includes:

• being alerted to the relevant anaphylaxis information in class rolls, and

• if replacing a specialist teacher, having access to the specialist timetable, which identifies classes with

anaphylactic students

All staff will be briefed on:

• the school’s anaphylaxis management policy

• the causes, symptoms and treatment of anaphylaxis

• the students diagnosed at risk of anaphylaxis and the location of medication

• the correct use of the auto adrenaline injecting device

• the school’s first aid and emergency response procedures

STAFF TRAINING AND EMERGENCY RESPONSE Teachers and other school staff who conduct classes with students at risk of anaphylaxis will have up-to-date training in an anaphylaxis management training course. At other times while a student is under the care or supervision of the school, including excursions, playground duty, camps and special event days, the Principal will ensure that there is a sufficient number of staff present who has up-to-date training in an anaphylaxis management.

GENERAL • auto adrenaline injecting devices are located in the sick bay in plastic pockets labelled with the student’s

name and instructions for use

• each student’s ASCIA plan is located in the front office and readily accessible

• the Head Teacher Wellbeing is responsible for checking the expiry dates of the auto adrenaline injecting

devices and will notify parents prior to expiry

• each student’s action plan is updated annually by the student’s medical practitioner

• each classroom roll has a photo and a copy of information of each student at risk of anaphylaxis

• in the event of a suspected anaphylactic emergency, an ambulance will be called

• the school will liaise with parents/carers about food related activities

• on school camps, excursions and sporting events, the auto adrenaline injecting device will remain close to

the student. Consideration is given in planning ahead for food and meals for students at risk of anaphylaxis

• all students at risk of anaphylaxis must provide an auto adrenaline injecting device and ASCIA action plan

for school camp

• staff are routinely briefed about students at risk of anaphylaxis

TEMPE HIGH SCHOOL


ANAPHYLAXIS COMMUNICATION PLAN Tempe High School has taken steps to ensure effective communication of students at risk of anaphylaxis. 1. Anaphylaxis action plans are located in the front office and include students’ photos. 2. Anaphylaxis action plans including photos are located in attendance rolls in all classrooms. 3. All staff undergo regular briefings on anaphylaxis, the symptoms and emergency responses. 4. All staff with a student at risk of anaphylactic responses in their classroom, will be briefed at the beginning of the year, to ensure their awareness of the issues related to these students. 5. Parents/carers of anaphylactic students will be contacted each year to ensure we have the most up-to-date anaphylactic management plan available.

EMERGENCY MANAGEMENT In the event of an anaphylactic episode In the classroom: • the teacher in charge will contact the sick bay/office. If possible the child will be taken to the sick bay where their personal auto adrenaline injecting device (Epipen) can be used. When it is decided to use the Epipen; 000 will be rung immediately. A mobile phone will be used if the child is not located in the office area. In the school playground: • in the event of an anaphylactic episode, the playground duty teacher will to contact the office and will provide the name of the student so their personal auto adrenaline injecting device can be taken to the scene directly. • the office to call 000 for ambulance/emergency advice; At excursions/sports/camp: • the School will inform the camp of any students with anaphylaxis to ensure that appropriate arrangements are made for students participating at camp • the auto adrenaline injecting device will accompany students at risk of anaphylaxis to all excursions, sports events and camps • the injecting device will be kept within close proximity of the student • in the event of an anaphylactic episode, the supervising teacher will administer the auto adrenaline injection • the supervising teacher will ring 000 for medical assistance • if the episode takes place at another school or establishment, first aid assistance will be sought • for school camps: Parents will be fully informed of the relevant considerations such as: - the remoteness of the camp (distance to nearest hospital) - mobile telephone coverage. (In some locations, coverage is not reliable)

Anaphylaxis Communication/Management Classroom including specialists, • Every teacher will have access to individual anaphylactic management plans (including photographs) for all anaphylactic students. • Individual management plans will be placed on Sentral minimising exposure • There will be regular communication with parents via the newsletter and notes sent home reminding them that nuts are not banned however, they should exercise caution when preparing lunches and snacks.

EMERGENCY RESPONSE INSTRUCTIONS Communication to parents This information will be provided to parents at the start of each school year via the newsletter. A separate note may be sent home to parents at specific year levels if deemed necessary.

TEMPE HIGH SCHOOL


Communicable Diseases Factsheet Whooping cough affects people of

all ages. It can be especially serious

for babies. Vaccination reduces the

risk of infection.

Whooping Cough

(Pertussis)

Last updated: 30 March 2015

What is whooping cough? Whooping cough can be a life threatening infection in babies. Whooping cough in babies can lead to apnoea (pauses in normal breathing), pneumonia, feeding problems and weight loss, seizures, brain damage and, in some cases, death. Older children and adults can get whooping cough too and pass it on to babies.

What are the symptoms? Whooping cough usually begins like a cold with a blocked or runny nose, tiredness, mild fever and a cough.

The cough gets worse and severe bouts of uncontrollable coughing can develop. Coughing bouts can be

followed by vomiting, choking or taking a big gasping breath which causes a "whooping" sound. The cough

can last for many weeks and can be worse at night.

Some newborns may not cough at all but they can stop breathing and turn blue. Some babies

have difficulties feeding and can choke or gag.

Older children and adults may just have a cough that lasts for many weeks. They may not have the whoop.

How is it spread?

Whooping cough is spread when an infectious person coughs bacteria into the air which can be

inhaled by people nearby. If they are not treated early, people with whooping cough are infectious in the first three weeks of their illness.

Whooping cough spreads easily through families, childcare centres and at school.

Who is at risk?

Anyone can get whooping cough. People living in the same household as someone with whooping

cough are especially at risk.

Immunisation reduces the risk of infection but immunity fades over time. You can still get whooping cough even if you've been immunised.

How is it prevented?

Whooping cough vaccines provide good protection from infection but immunity fades which means that boosters are needed.

Immunisation for babies Babies need to be immunised at 2 months, 4 months and 6 months. The first dose can be given as early as 6 weeks of age.

Getting your baby vaccinated on time gives them some protection when they are most at risk of severe illness. If your baby's vaccines are overdue, see your GP now to catch up.

TEMPE HIGH SCHOOL


Immunisation for older children

A whooping cough booster is needed at 4 years of age.

Check if your child has been vaccinated. Look at their Blue Book, speak to your GP or ring the

Australian Childhood Immunisation Register on 1800 653 809.

A second whooping cough booster is given in high school through the NSW School –based

Vaccination Program.

Immunisation for adults

A booster for adults is recommended for:

Women who are in the third trimester of pregnancy, preferably at 28 weeks. Free vaccine is

provided in NSW through Gps and hospital antenatal clinics.

Other adult household members, grandparents and carers of infants under 12 months of age.

Adults working with young children, especially health care and child care workers.

If you are a close contact of someone with whooping cough:

If you have been exposed to someone with whooping cough early in their illness while they are

infectious, watch out for symptoms and see your doctor if you get a new cough.

Some babies and some pregnant women need antibiotics to prevent whooping cough infection if they

have had significant contact with an infectious person.

How is it diagnosed?

Your doctor may ask about your symptoms and whether there you've had any contact with whooping cough. If your dotor thinks you have whooping cough, a swab from the back of the nose or throat can confirm the

diagnosis.

How is it treated? Some babies may need treatment in hospital or in intensive care.

Antibiotics are used to treat whooping cough in the early stages and can help prevent spreading whoop-

ing cough to others. People who are not treated early with the right antibiotics can spread the infection in the first 3 weeks of their illness. After 5 days of antibiotics, you are normally no longer infectious.

The cough often continues for many weeks, despite antibiotics.

What is the public health response?

Doctors and laboratories must confidentially notify cases of pertussis to the local Public Health Unit. Public Health Unit staff can advise on the best way to stop further spread.

Infectious children are restricted from going to pre-school and school. Unimmunised contacts may be excluded from child care unless they take the special antibiotics.

Identify - Protect – Prevent NSW Health whooping cough

campaign http://www.health.nsw.gov.au/PublicHealth/Infectious/whoopingcough/index.asp

For further information please call your local Public Health Unit on 1300 066 055 or visit the New South Wales Health website www.health.nsw.gov.au

http://www.health.nsw.gov.au/PublicHealth/Infectious/whoopingcough/index.asp

http://www.health.nsw.gov.au/

TEMPE HIGH SCHOOL


SECOND HAND UNIFORMS

PURCHASES

The Noffs Shop in Marrickville has kindly agreed to sell

our second hand uniforms, with all proceeds being

returned to the Noffs Foundation. Originally named The

Wayside Foundation, the Noffs Foundation’s mission is

to help disadvantaged young Australians become

advantaged. Read more about the Noffs Foundation at

noffs.org.au

Address:

The Noffs Shop

Unit 3, 359 Illawarra Road, Marrickville

This is under the Revolution apartment complex, just next to Marrickville station

Opening hours:

Monday to Saturday, 10am to 5pm

DROP OFFS

Freshly laundered uniforms can be dropped off at both the school (main office) and

the Noffs Shop DURING OPENING HOURS only

Please do not leave donations while the shop is closed

unwins bridge road, tempe nsw 2044 · surrealism and sculpture. students designed and created...

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