21 March 2019

Newsletter Articles

Across the Principal's Desk...

OUR iPad PROGRAM KEEPS GETTING STRONGER

As many of you would know, we wouldn’t be where we are with technology if it wasn’t for the hard work, generosity and investment from our wonderful P&C Association. In 2016, the P&C made a substantial donation to the school of $90,000 to assist with the roll out and implementation of technologies across the school. This allowed the school to purchase six (6) iPads per classroom for teachers and students to utilise as a tool to enhance learning. In 2017, we embarked upon implementing our iPad BYO Program and as with anything that demands a change in how we view teaching and learning, we were under no illusions that there would be many and varied opinions about such an initiative. Now in our third year of implementation, we are seeing the benefits of students engaging regularly with digital technologies and using these as a tool rather than a toy.

Over the past couple of weeks I have had some invaluable feedback from parents who have children starting secondary school this year, all at different locations. They spoke of just how advanced their children are in terms of using digital technologies. As a staff, we are very confident that this will become more and more common for us, the further we progress our iPad BYO Program.

What we have observed over the past 12 months is that when a new student begins at Windsor, they seem to have a limited experiences with using a device for their learning. This is a testament to the great work that our teachers undertake with embedding the use of various technologies into the daily work of our students. They are doing amazing work and it truly is all about the teaching and learning.

It is of course about striking a balance. Recently I learned of the ‘ALT Schools’, initiated by a former Google engineer, which are beginning to pop up in the US. These concerned me greatly as the technology appears to have overtaken the important role of the teacher and also the collaborative nature of student learning. Replacing this is a team of software engineers and teachers, working from algorithms to design student learning from an offsite location, delivering the content and activities simply through the device. The teachers onsite are more like ‘trouble-shooters’ and real engagement and collaboration seems to be almost non-existent within the schools. This is most certainly not in any way where we are heading. We want to use the devices as tools for learning, ways to collaborate with others and solve problems. Nothing in my mind can replace the important relationships which are developed between teachers, students and the wider community.

Concerns around new ways of learning are age old. We can all reflect on what our parents said about generational changes and we now find ourselves doing the same. I think much of it is driven by fear of the unknown or not having control. The quotes below are an example of such concerns around change and I felt it timely to reflect on these, many of which you might find quite amusing, but also reassuring in our times of rapid change -

• Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write. 1703
• Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper? 1815
• Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil. 1907
• Students today depend upon ink from a shop. They don’t know how to make their own. When they run out of ink they will be unable to write works of ciphers until their next trip to town. This is a sad commentary on modern education. 1928
• Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant. 1941
• Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries. 1950
• You can’t use those calculators on the test. If I let you do that, you wouldn’t ever learn how to use the tables in the back of the book and use interpolation to figure out you trig ratios. 1980
• We can’t let them use calculators in middle school. If we do, they’ll forget how to do long division or how to multiply three digit numbers by three digit numbers. What will they do when they don’t have access to a calculator? 1989
• Why would you ever want the internet for student use? It’s just the latest fad – have them use the library. 1995
• You don’t need a web page for our school. Who’s ever going to look at it? Teachers will never use email. 1996
• Why do you want network drops at every teacher’s desk? You’re not thinking of getting a computer for all of them are you? 1999
• What can you do with an LCD Projector that you can’t do with an overhead projector? 1999
• Why are we talking about students having laptops in school? I don’t think most parents will even give their kids their old computer, much less buy them a new one. 2000
• Why would I want to put my grades on the web? Who’s going to look at them? 2001
• Who could ever be bothered with texting, when you can just pick up the phone and call 2004
• Why would we use interactive whiteboards, when we can do the same thing with an overhead projector? 2008
• Why would students need to have their own device as a learning tool, they use them now as a toy just to play games? - 2014

It is no longer about having a really deep understanding of content, but about applying the knowledge they can access at their fingertips, to the skills and processes as learners, which they will require to be productive members of a global society.

The Year 3 – Year 6 teachers and I have created a BYO parent/carer survey as a tool for obtaining your feedback about the progress of our iPad BYO program. The questions cover a variety of topics and are intended to gather information around the program’s strengths, areas for further improvements and your needs as parent/carers of a child in our BYO program. Year 4 – 6 parents/carers will receive an email this week inviting them to participate in the survey.

Internet Safe Education Parent Session - registrations close tomorrow!

After tremendous feedback from staff and parents in 2018, we have secured another visit from Mr Brett Lee from Internet Safety Education. On Thursday 21st of March, Mr Brett Lee will conduct a parent session in the WSS Library from 7.00pm - 8.15pm (during the Yr3 - 6 disco). This time will include time for questions following the presentation.

This FREE parent session is open for all families to attend and the audience for this presentation is parents/carers. We currently have 74 parents registered for this event.

A free resource provided to parents by Internet Safe Education is an e-book Five Principles to Stay Safe Online. You can download this resource here.

The session will be delivered by a professional speaker and will bring to life possible online dangers and responsibilities which are a part of your child’s digital world. The session will also include strategies of protection and prevention to empower you to reduce online risks within your home.

See the flyer below for further information about this event.

Parent Teacher Interviews

The Parent Teacher interviews are being held on Tuesday 26th and Wednesday 27th March.

Please book your interview times via the link:

Similar to previous years, parents will be required to book their interview times online.

The interview booking site was made active on Wednesday 20 March at 5am and we already have over 440 interviews made.

If you require assistance with making an online booking, please do not hesitate to contact the school office. The online booking system will remain open until midnight on Sunday 24 March 2019.

Acting Deputy Principal 3-6

I am happy to announce that Ms Amber Canestrini will replace Roxanne O’Donoghue while she is on 12 months maternity leave, from next term.

Amber is the current Acting Deputy Principal / STLaN at Wishart State School and has extensive experience in leading a number of curriculum areas including her most recent work with Writing and Mathematics.

Grant Baker
Principal

From the Deputy Principal’s Desks…

STUDENT COUNCIL DISCO – THIS WEEK

The Student Council welcomes everyone back to the New Year with a Disco this Thursday, 21st March, the first Disco for 2019. This Disco helps to raise money to support student council projects at the school, including supporting various charities.

The theme for this disco is “Under the Sea”.

Tickets will be available in the Early Years Precinct, before 8:50am in the week leading up to the Disco ($5.00 single ticket; $10.00 family ticket- 2 or more). Those with pre-purchased tickets will have ‘skip the queue’ fast entry into the disco.

The Disco times are as follows:

All Prep-Year 2 students must be accompanied by their parent/guardian at all times during the Disco. Parents/Guardians, you are responsible for your own children. Teachers will supervise at the Year 3-6 Disco. Parents are not required to stay at this Disco, but must collect students promptly at 8:30pm from the Hall. Children will be kept at the Hall until Parents arrive to collect. Food and drink will be on sale at the Disco.

CROSS COUNTRY

The Windsor State School Cross Country will be held on Wednesday 3rd April 2019. The longer races will take place earlier in the day, with the results of these races used to determine the school team for City District trials. The Prep –Year 2 students will join the Cross Country Carnival after first break for their shorter, fun events.

The schedule for the day is as follows:

Presentation of awards and trophies will immediately follow the completion of the cross-country.

PLEASE ENSURE THAT ALL CHILDREN HAVE MORNING TEA, LUNCH, A WATER BOTTLE, A HAT AND SUNSCREEN (ALREADY APPLIED) FOR CROSS COUNTRY DAY.

CHILDREN ARE TO WEAR THEIR HOUSE SHIRT ON CROSS COUNTRY DAY.

EASTER HAT PARADE

On Friday the 5th of April, we will be celebrating the end of term with some fun at the annual P-2 Easter Hat Parade.  At this parade it will be time for a special bunny to visit the school.

This year the children from Prep to Year 2 are invited to participate in the parade on this morning.  The Easter Hat Parade will begin at 9:15am, will be held in the Hall, and will be finished by approximately 10:15am. Parents, family and friends are welcome to attend.  The coffee van will be on site.

The parade will feature songs as well as a parade of the fabulous bonnet creations.  The bonnets are to be made at home. Parents are asked to help their child make these bonnets at home.

Parents who intend to take children home after this parade, to get away early for holidays, must ensure that children are signed out with their class teachers before leaving the school grounds.

SCHOOL PHOTOGRAPHS

Queensland School Photography will be taking all school photographs on the following dates:

Thursday 28th March and Friday 29th March

Students should wear their correct formal school uniform which is the check shirt or dress, along with black shoes and white socks. They should NOT be wearing the sports uniform.

To ensure a smooth running day, please note that all photograph orders are pre-paid and PAYMENT ENVELOPES MUST BE RETURNED TO THE PHOTOGRAPHER ON PHOTOGRAPH DAY ONLY – NO EXCEPTIONS. PAYMENT ENVELOPES ARE NOT TO BE HANDED IN TO THE OFFICE OR CLASS TEACHER PRIOR TO PHOTO DAY.

Follow these steps to order:

1. Complete student details on the order envelope – please fill in one envelope for each child. Each student is to hand their individual envelope to the photographer on photo day.
2. You may pay by cash, money order or credit card. If you have two or more children attending you may include the payment in one envelope. Please note clearly in the box provided whose envelope the payment is in as every child ordering photos must hand in their own envelope.
3. Online Orders: Visit www.qldschoolphotography.com.au to order. Reference number must be recorded on envelope and handed to photographers on the photography day.
4. Cash payments are due on photo day. Enclose the correct payment (change cannot be given).
5. Sibling Photos: Parents wanting to have their children photographed together, please collect a family envelope from the school office and bring the completed envelope, along with your children, to the Hall from 7:30am on either photo day. Sibling envelopes must be handed to the photographers for the photo to be taken.
6. Late Orders: Late orders for individual photos can be placed online for 1 week after photo day. After this time, a $15 search fee will apply to all orders.

If for any reason you are not satisfied with the photos taken of your child, please contact Queensland School Photography directly on 3216 6777.

RELIGIOUS INSTRUCTION

We would like to inform you about the religious instruction (RI) arrangements in 2019. If you wish to make any changes to your current preferences regarding your child’s participation in RI or other instruction, please complete this online form. A hardcopy version form is also available for download on the school website. If there are no changes to be made, there is no need to return a form to the school.

Queensland state schools embrace a multitude of cultural, religious and non-religious beliefs. Under the Education (General Provisions) Act 2006, schools are to provide RI each week if approached by a faith group seeking to provide RI and students of that faith attend the school.

RI informs students about the beliefs and values of a particular religion. It is delivered by volunteers of a faith group using instructional materials approved by that faith group. These materials are not part of the formal school curriculum and are not endorsed by the Department of Education.

All RI instructors must hold a blue card and participate in compulsory Student Protection and Code of Conduct training. RI instructors are only entitled to deliver the RI program outlined below. A school staff member will be present during the delivery of RI.

Participation in RI is not compulsory. Any student (except Prep students) may participate in RI if a parent has given consent and indicated a religion on the Application for Student Enrolment Form or in other written advice to the principal. A parent, regardless of their own faith (if any), may choose to give consent for their child to participate in one of the RI programs listed below.

Any child not participating in RI, or whose nominated religion is not represented within the RI program at the school, will receive other instruction by a qualified member of school staff in a separate location during the time RI is held. Other instruction will relate to subject areas that have already been covered in class.

At any time, parents may provide written instruction to the principal to change their preference for their child to participate in or be withdrawn from RI. If a parent does not update their consent by completing and returning this form, their previous written instructions to the school will continue to apply.

The faith groups that provide religious instructors to deliver the program at our school are listed below, including links to the website for materials to be used in RI at our school. Please note that at this stage, Christian RI is the only RI program on offer at Windsor SS.

The aims and objectives of the co-operative Christian RI program is to inform students about the basic beliefs of the Christian faith. Lesson aims and overviews for each of the RI programs to be used in this agreement are available via the links in the table above.

Further details about our school’s RI program and other instruction are available on the school’s website and in the school’s parent handbook. You may also wish to access the Department’s RI policy statement available at the website below for further information.

In 2019, there is no cost for the activity book that participating students will use in RI. Each year, parents/carers will be notified if there is a cost for the purchasing of student workbooks and the associated payment options.

You will also be notified of any changes to RI or other instruction.

Our school’s Christian RI Coordinator Mrs Karen Grenning is available to answer any questions you may have about the program. You can contact Mrs Grenning at grenning@bigpond.net.au or you may make an appointment to meet with her in the school office. Copies of the RI Teacher’s Manuals and Student Workbooks are also available now in the school office for parents to peruse.

If you would like further information about RI or other instruction at our school, or require assistance with completing the online or hardcopy form, please contact us at admin@windsorss.eq.edu.au.

NAPLAN

In Term 2, our Year 3 and Year 5 students will sit the NAPLAN tests. The dates of these tests are outline below:

The 2019 NAPLAN Information for Parents and Carers brochure is available to download below and further information about the NAPLAN tests is also available on the NAPLAN website.

Follow this link to the NAPLAN website for additional information:

NAPLAN is important, but also a very small part of two hundred days in a school year. Some children may feel anxious or worried about the tests due to the hype surrounding them.

Much has been said and written about NAPLAN. In our experience, if parents or teachers over emphasise the importance of NAPLAN to children, there is great potential for children to become excessively stressed and likely not complete the tests to the best of their ability. Our students complete tests/assessments very regularly, so why treat these tests differently? Please help us reassure the children about the testing, build their confidence and trust in their ability to do well.

Like ACARA, we certainly do not recommend the use of any commercial products, such as booklets and practice tests, to help your child prepare for NAPLAN tests. None of the commercial products currently on the market are endorsed by ACARA and the use of these or services by coaching providers are not recommended by Windsor SS nor ACARA. The best way you can help your child prepare for NAPLAN is to reassure them that the tests are just one part of their school program and to encourage them to simply do the best they can on the day.

Some students may feel anxious about NAPLAN, but it’s up to the adults in children’s lives to help keep NAPLAN in context. It’s a test that is only taken four times in a child’s schooling life – over three days, there are four tests that take around one hour each. NAPLAN tests what students should already know from their everyday learning, and there are no prizes or repercussions for doing well or not so well in the tests. NAPLAN doesn’t test everything that happens in a classroom – it isn’t intended to – but it does look at the critically important areas of literacy and numeracy – skills that your child will take with them to their adult life. (Robert Randall, ACARA CEO, 2017)

NEW! RESPONSIBLE BEHAVIOUR PLAN 2019-2022

In 2018, our School Culture committee reviewed the Responsible Behaviour Plan for 2019-2022. The final document will be endorsed by the School Council and P&C at their first meetings of the year. The updated plan is embedded below for all parents/caregivers to read and will be uploaded with all attachments to the school website post endorsement. Please take your time to read the embedded document carefully and have conversations with your children at home. Thanks for your support!

Pastoral Care: Social Emotional Learning @ Windsor SS

Universal Support for Students

Through our Whole School Pastoral Care program, we teach and assist children in developing the 12 Positive Attitudes (previously known as Habits of the Mind) and 5 Social-Emotional skills (Getting Along, Organisation, Persistence, Confidence and Resilience) they need to reach the top of the triangle. The ultimate goals (see above) are for all children to achieve to the best of their ability, develop positive relationships and behaviour and experience the highest levels of wellbeing.

For all young people to reach the Goals at the top of the triangle, they need to also have moral Character; that is, possess Values/Strengths, positive attitudes as well as social and emotional learning skills. Values generally indicate the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live, or to describe the significance of different actions. The 6 Strengths are what positive psychologists refer to as ‘Virtues’; categories consisting of different character strengths. (see There are 24-character strengths (virtues) that are incorporated under the six categories:

1. Wisdom and Knowledge: creativity, curiosity, judgment, love of learning, perspective
2. Courage: bravery, perseverance, honesty, zest
3. Humanity: love, kindness, social intelligence
4. Justice: teamwork, fairness, leadership
5. Temperance: forgiveness, humility, prudence, self-regulation
6. Transcendence: appreciation of beauty and excellence, gratitude, hope, humour, spirituality

Environment is extremely important; therefore, the efforts of family, school and community are recognised as important in helping young children to attain positive outcomes. The unique contribution of this YCDI! Education is in strengthening the mindset and social-emotional strengths all children need to realise their full potential.

Connie Confident; Oscar Organisation; Pete Persistent; Gabby Get Along; Ricky Resilient help students understand the positive attitudes they need to be successful

The You Can Do It! Education Social and Emotional Learning frameworks (see “The Windsor Way” below) address aspects of the psychological functioning of young people that lead to poor learning, behaviour and social and emotional outcomes. Negative Attitudes and under-developed Character (values and strengths) create negative Social-Emotional Blockers (Anger, Worry, Feeling Down, Procrastination, Not Paying Attention).

Symmetrically, the frameworks also represent the corresponding Positive Attitudes and Character (values, strengths) that support five essential Social-Emotional Skills all contributing to positive Social-Emotional Skills (Getting Along, Organisation, Persistence, Confidence, Resilience). It is important for students to fully understand both sides of the framework to be able to counteract the blockers and develop the positive attitudes and skills (see below).

“The Windsor Way”- based on YCDI Education! Social & Emotional Framework

Code of Conduct @ Windsor SS

Behavioural Expectations

Behaviour at Windsor State School is NOT simply related to compliant/obedient children, our goal is to fully develop all positive attitudes and social emotional skills. Behaviour results on end of semester report cards are directly linked to each student’s ability to achieve a particular Behaviour Level (A = Gold; B = Silver; C = Bronze). Students are encouraged/coached to use the Code of Conduct criteria sheet to strive for positive growth and excellence.

The behavioural expectations criteria (see WSS Code of Conduct below) are used by teachers to teach, encourage, reinforce and coach students to improve and become happy and successful. Teachers use these criteria to directly assess and assign a Behaviour rating at the end of each semester. (see our new Code of Conduct & Positive Behaviour poster below)

The school acknowledges positive role models of behaviour in many ways throughout the year (merit badges; public acknowledgements). This year, we will celebrate students’ efforts and achievements in class and at special parades throughout the year.

Getting Along with Others…Do the High Five!!

Ignore!
Talk Friendly!
Walk Away!
Talk Firmly!
Report!

Ignore

• Pretend you didn’t hear it.
• Do not make eye contact.
• Maintain positive body posture (calm, confident).
• Think positive self-esteem statements.
• Count to five in your head slowly.
• Take deep breaths.
• WE CAN USE ROLE PLAY TO SHOW WHAT IGNORING LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

Talk Friendly

• Use a calm voice.
• Maintain eye contact.
• Confident body language.
• Maintain relatively close body proximity.
• Use "I" statements – I feel . . . . when you . . . . . because….
• WE CAN USE ROLE PLAY TO SHOW WHAT TALKING FRIENDLY LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

Walk Away

• Stand tall, head up high.
• Mouth closed.
• Look confident.
• Do not use eye contact.
• Walk somewhere, preferably towards a congested area or to a safety zone (teacher).
• Do not look back. Walk confidently, don’t run!
• WE CAN USE ROLE PLAY TO SHOW WHAT WALKING AWAY LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

Talk Firmly

• As per Talk Friendly.
• Use an assertive voice, slightly raised.
• Tell them to stop it.
• Re-state your “I” statement. e.g. I said . . . .
• State the consequences of continued bullying.
• WE CAN USE ROLE PLAY TO SHOW WHAT TALKING FIRMLY LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

Report

• Walk away and tell a staff member.
• Go to a safety zone.
• Bystanders - support and report.
• Report, report, report until somebody listens.
• WE CAN USE ROLE PLAY TO SHOW WHAT REPORTING LOOKS LIKE, SOUNDS LIKE AND MAY FEEL LIKE.

WE ALWAYS ACTIVELY DISCOURAGE RETALIATION, BECAUSE WHEN PEOPLE RETALIATE THEY MAKE THEMSELVES PART OF THE PROBLEM. Children need to be aware that, even as a victim of bullying, choosing to retaliate to a bully can often result in serious consequences for themselves also.

Success occurs when children can not only talk the talk but walk the walk.

ACTIVE SCHOOL TRAVEL - BLING YOUR BIKE!!

National Ride to School Day – Friday 22nd March 2019

Bling your bike…helmet…scooter is Friday 22nd March 2019! National Ride2School Day aims to show school communities that riding to school is an easy and fun activity. Students and parents are encouraged to ride, walk, carpool or use public transport to get to school on Friday 22nd March. It would be great to see the bike cage full!

Remember that when riding a bike, you are required by law to wear an approved helmet securely fitted and fastened.

Did you know? It is legal to cycle on the footpath in Queensland (unless otherwise signed) but remember to always keep to the left.

Walking Wheeling Wednesday EVERY Wednesday! Let’s get active Windsor!!

QParents

Our school also has QParents. Parents will receive an invitation email or letter to register this week. Prep parents will also receive a Student ID card containing an EQ ID number to register.

If you do not receive an invitation (QPAO), please advise Admin ASAP. QParents is one of the ways we communicate with parents, get on board to enjoy the ease and convenience that QParents offers.

QParents is also the means by which parents access Student Reports. It is important to register now as printed reports are no longer sent home at the end of each Semester. Help us become more ‘paper-less’ by registering for QParents now!

Follow Windsor SS on Facebook & Twitter!

Get the most up-to-date information and school alerts by following Windsor State School on Facebook and Twitter @Windsor_SS

You can also access important school information and alerts, including Facebook/Twitter, via the QSchools app! Download it now and keep informed of everything that is happening at our school.

Curriculum Corner

Term 1, Week 8

Technologies in the Australian Curriculum

In 2020, schools must report on all learning areas of the latest version of the Australian Curriculum. In preparation for this, Windsor State School has conducted a gradual implementation of all subjects across all year levels and is now ready to fully implement and report on the eight subjects next year.

The Technologies curriculum has two sub-strands: Digital Technologies and Design Technologies. This week in Curriculum Corner, we would like to zoom in on the learning area of Digital Technologies. At Windsor we are very fortunate to be able to access multiple technology tools (iPads, learning tools such as Dash robots, Bee Bots and Sphero as well as laptops and desktop computer) and much of this is due to the large investment our P&C contributes to student learning as well as the BYOD program that exists in years 4-6. Whilst most of these technology tools are embedded in multiple learning areas, they specifically allow the Digital Technologies in particular to be taught and accessed with a greater deal of ease and engagement than would be the case without them. Students are also afforded the opportunity to engage with these technologies through our Innovators of Tomorrow program.

The Australian Curriculum rationale for the Digital Technologies learning area is:

In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically. This requires deep knowledge and understanding of digital systems (a component of an information system) and how to manage risks. Ubiquitous digital systems such as mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital systems support new ways of collaborating and communicating, and require new skills such as computational and systems thinking. These technologies are an essential problem-solving toolset in our knowledge-based society.

The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

Digital Technologies content structure:

This rationale and overview of the content structure highlights that problem solving is a key component of the Digital Technologies curriculum. Students learn the fundamentals of what digital technologies are and the various parts and aspects of a digital technology, but they also, and most importantly, engage with those technologies as tools for solving real world problems using real world contexts and applications.

Some examples of tasks students undertake in P-2 include programming Bee Bots to get to a designated destination and collecting simple data to create graphs and analyse information. The Scratch program is used to further develop students’ coding skills as they learn to solve problems and be creative in their implementation of solutions.

In 3-6, students use coding skills to allow a robot to navigate obstacles, which might be necessary to enter a disaster zone or to assist people with a visual impairment in their day-to-day lives. They create games that assist in the learning of specific content or skills, use spreadsheeting applications to acquire, store and use validated data, which might then be required to forecast events, summarise an issue, people’s habits or the outcome of an event. For example, in Year 4 students analyse the waste footprint of a community using surveys, input their data into a spreadsheet and use simple formulas to present and analyse the data. They then use the data to create a visual infographic to share the information with the community to inform future action.

As students engage in these units this year, we will post photos of their learning and outcomes that demonstrate their use of the many and varied digital technologies we have available to us here at Windsor, so watch this space.

Curriculum Coordinators,
Anna Thygesen (Prep-Yr2)
Lisa Heard (Yr3-Yr6)

STLaN

STLaN: why, what and whom…

A strong foundation in literacy and numeracy underpins the ability of every child and young person to engage in their education, reach their potential, and participate fully in the community. At Windsor State School we want all of our students to be able to interpret, create and communicate across all areas of the curriculum and we foster a learning environment that encourages resilience and persistence.

With these strong underpinning attitudes, Windsor State School has established a strong culture amongst its staff and students known as “Bump It Up”. Bump It Up means we are continually considering what each student is achieving in their learning and what we can do to improve that achievement. The growing team of Support Teachers for Literacy and Numeracy (STLaN’s) at Windsor State School are essentially the teachers who support the classroom teachers to implement programs to help students Bump It Up.

Whilst we all know that classroom teachers provide very effective differentiated teaching to meet the learning requirements of all students, the role of the STLaN’s is to give an extra level of support to students as needed. STLaN support varies depending on the need of the students and, for example, can take the form of short term intervention or long term support, in class in small groups or as small group withdrawal. Whichever form the STLaN support takes, it is designed to complement and expand on the classroom teacher’s core curriculum work.

Your STLaN’s are:

Prep – Yr2 STLaN

Reading: Year 2 Before School Reading

Just a reminder that our before school reading programs will be finishing at the end of Week 9, as Week 10 is a very busy week with the WSS Cross Country on Wednesday and The Easter Hat Parade on Friday.

Some year 2 students will be exiting the before school MiniLit program at the end of Week 9. The students will receive a certificate on our P-2 Parade in Week 10. Parents will be notified if their child is exiting.

Before school reading will recommence Week 1, Term 2.

Enrichment News

Week 8 Update

Throughout the year many opportunities arise for children to participate in external programs and events. Most of these events require a mentor /manager to facilitate children groups. Unfortunately, I cannot manage all of the wonderful opportunities that are available. Thursday 21 March, at first break, year 3 – 6 students are invited to attend an information session for the events listed below. This is just an information session. Offering these programs will depend on interest and support from students, staff and parents.

If you are interested in assisting/managing or facilitating any programs please email me ekemp14@eq.edu.au.

Queensland Academies

QACI is currently running a competition for a child aged 7 - 13 to win the opportunity to attend one of our April school holidays Code Camps completely free of charge. As a partnership school, our students are eligible to enter.

Thanks for reading.

Emma Kemph

Instrumental

Windsoroos

Term 1, Week 8

It has been a very successful term for our little Windsoroos. They have enjoyed their indoor and outdoor activities. The Year 6 House Captains love to help. Each week they have the special job of assisting with setting up and putting away our outdoor activities.

Sadly, we finish for the term on Friday 29th March and will recommence on Friday 3rd May. All Windsoroos are invited to attend our Easter Hat Parade on the last day of term. Sometimes, we are lucky enough to have a special visitor!!!! Please let Jan know if you will be attending.

2019 Timetable for the Windsoroos:

For more information about our playgroup, please read the attachment below.

We look forward to having fun and growing with you and your child/children at the Windsoroos Playgroup.

Uniform Shop

Uniform Shop is open during the School term on Mondays 2:30pm – 3:30pm and Wednesdays 8:30am – 9:30am. Uniform Shop orders can be placed online using the online ordering system, Munch Monitor. Online orders can be picked up from the Uniform Shop or delivered to your child’s class for them to bring home.

Signing up is very simple; a Munch Monitor fact sheet is available here. As an external supplier with a dedicated account management team they are able to assist with your account enquiries via help@munchmonitor.com.

Please provide any feedback regarding uniforms to the retail sub-committee at retail@windsorsspandc.eq.edu.au

Helping Hands