7 August 2019

Newsletter Articles

Across the Principal's Desk...

What Is Reasonable?

Each and every one of our teachers and support staff members give their absolute best when it comes to providing high quality learning outcomes for the children at our school. We are proud that we practice ‘Inclusive Education’, which means that students can access and fully participate in learning, alongside their similar aged peers, supported by reasonable adjustments and teaching strategies tailored to suit their individual needs. We do have high expectations of all students, recognising that, with the right support, all students can succeed. Success can present itself in many forms- academic, social, cultural, sporting etc. We work hard to focus on developing the ‘whole child’, not just one aspect.

As you can appreciate, this has to be a partnership between parents, students and teachers. We have finite resources within our school and work very hard to maximise them through having the best teachers, support staff and physical resources. There are times when you as a parent seek external expertise to offer necessary assistance, which may not be able to be provided within the school resources. Experts such as Occupational Therapists, Speech Therapists, Paediatricians, Psychologists, Psychiatrists and Counsellors. We value the expertise they offer and the recommendations, which are provided in their reports.

What must be understood though, is that not every recommendation made can always be initiated within the classroom environment. Many recommendations need to be enacted outside of school, usually at home, or with the professional who has written the report. Where we can action recommendations which are of ‘reasonable adjustment’ we will certainly do so. Please do not assume that because someone external to the school makes recommendations within a report that all will or can be enacted.

Please keep this in mind when presenting a report to the school or the class teacher. We have specific processes in place through our ‘Student Support’ team, who review all reports and assist the class teacher or other support personnel in the school to enact recommendations where practicable. What has to be taken into account is the fact that a teacher’s role is very complex and with anywhere between 25 plus students in their class, they have a significant task of providing individual learning opportunities to each one of them.

As always, we value greatly your investment in your child’s ongoing development in all aspects of their learning. Sometimes as a parent, it is hard to understand the struggle they may have in certain aspects of learning when we may not have experienced such ourselves when at school.

Should Learning Be Easy?

One of the greatest gifts you can give your child is the ability to feel ‘uncomfortable’ in their learning, whether it be at school, home or in any social situation. What we tend to want to do for our children is to shield them from the pain of struggling, to make things that bit easier and in some cases remove all barriers so they pretty much have an easy ride through school and life. Is this the reality of the world and what we experience in society and work? Most certainly not. We have all had to struggle in some way to get where we are and finding ourselves in the ‘learning pit’ is absolutely a critical aspect of our own character development.

At Windsor, we absolutely want students to experience challenges, struggles and for want of a better word ‘failure’, as through this comes new learning and growth on so many different levels. Talking to your children about being in the ‘learning pit’ and using this resilience model for almost any aspect of their development reaps enormous rewards when you are confronted with them ‘giving up’ or demanding that you do it for them.

We all simply want the best for our children, yet sometimes we are actually our own worst enemy, thinking that if we are like the team sport of ‘curling’ where the competitors brush the ice away to make a smooth path for the curling stone, doing the same for our children metaphorically speaking, we can actually deskill them significantly in how they navigate life’s complexities and challenges. Using every situation that comes before a child as a potential learning opportunity can be time consuming and arduous, yet the children I have seen who are adept with understanding how to problem solve are often the most resilient when they move on to more complex situations like high school, university and the workforce.

Thanks to the many parents who view challenges and sometimes difficult situations as learning opportunities. Being a parent is not about being your child’s best friend. It is not an easy role, but it is full of great rewards when you have helped them to navigate life’s challenges by being their ‘guide on the side’.

Parent School Opinion Survey

Every year the Department of Education provide the opportunity for all parents to give feedback about their child’s school through the Parent School Opinion Survey. Recently we sent home with the eldest child in each family the necessary information to allow parents to undertake the online survey.

Please keep an eye out for the information in your child’s school bag. The survey is also undertaken by a number of upper school students and all staff members.

Visit from the Assistant Regional Director

We were delighted to host Mr Andrew Duncan, our Assistant Regional Director on Monday morning this week. He chatted with the Leadership Team about the direction of the school, our priorities and then met with various classes (including Prep A and Year 6). He was very impressed with the students, their learning and the teaching he witnessed when visiting our classrooms.

Raising Your Child in a Digital World | Tuesday 10 September | 6:30pm – 8:30pm

Parents, carers and community members are warmly invited to attend our seminar by Dr Kristy Goodwin on “Raising your Child in a Digital World”.

For more information, please read the flyer below.

2019 Voluntary Financial Contribution Scheme

How are we going?

The 2019 Voluntary Contribution is used to supplement educational resources and programmes at Windsor. Our school welcomes your contribution as it will significantly improve the equipment and material made available to all of our children at the school. Every child will benefit from the equipment provided by the Voluntary Contribution funds, which are in addition to the funds we receive from the Department of Education. Please note that this is a purely voluntary scheme, so your participation is not in any way mandatory. I have attached below the 2019 Voluntary Contribution letter that was recently endorsed by the P&C. Many thanks in anticipation.

John Marsden’s new book – The Art of Growing Up

Many of you may be familiar with Australian school principal and author John Marsden. He wrote the ‘Tomorrow When the War Began’ series, amongst many others. He recently launched his new book on parenting called “The Art of Growing Up”. I received a copy of the book late last week and only early reading it, but I have very much enjoyed reading and listening to all the controversy around some of his beliefs in the media. Some of you may share my obsession with podcasts; if so you can listen to Richard Fiedler’s interview with Marsden on ABC’s Conversations – entitled John Marsden’s manifesto on teaching and raising children.

Listening to this conversation caused me to reflect on my own parenting and on the difference I may be able to make for students at Windsor through my work with parents, staff and children. Personally, I believe that as parents we make the best decisions we can based on the information we have at the time. I am a strong believer in parents advocating for their children, and children being empowered to advocate for themselves, whilst both working to develop practices in our children that do not impose “stress” on them.

In an ideal world there are some words and phrases that I would like children never to use – stress, test weary, bored, anxious just to name a few. We know from research that anxiety is a key blocker to learning. It can prevent the imprint on the brain (memory). This should be reason alone to remove stress from children and not to project adult dispositions onto children. Perhaps children need to believe that those that love and care about them have absolute unwavering confidence in them being successful, and that they are unconditionally loved. This may be a great place to start. If you listen to the podcast or read the book I would love to hear your thoughts.

About John Marsden - Short Bio

John Marsden was born in Victoria, Australia in 1950. He went to many different primary schools, and from an early age enjoyed the journeys into magical worlds that reading could provide. His teachers in Grade 4 and Grade 6 encouraged him to write, and at the age of nine he decided he wanted to become an author.

For seven years he attended The King's School Parramatta, a strict military school in Sydney, and from there went on to the University of Sydney. However, he soon decided that a career in law looked too boring, so he dropped out and drifted around for nearly 10 years, trying different jobs, and earning just enough money to support himself.

When he was 28, he began a teaching course, which he loved from the start. Embarking on a teaching career, he also became more and more interested in writing, and in 1987 succeeded in getting his first book, "So Much to Tell You", published. A string of huge hits followed, highlighted by the Tomorrow series and Ellie chronicles. John has now sold more than 2 1/2 million books in Australia alone, but is an international best-seller, with many major awards to his credit.

John's interest in education has never waned. In 1998 he bought the Tye Estate, 850 acres of natural bush, on the northern edge of Melbourne, and later added the property next door. For eight years he ran enormously popular writers' courses and camps at Tye, before starting his own school there, Candlebark, in 2006. Candlebark is a P-8 school, which has been described by John as "somewhere between Steiner and The Simpsons". It is reported to have a friendly, lively and positive atmosphere has resulted in many success stories.

Enrol for Prep 2020!

If you have a child born between 1 July 2014 and 30 June 2015 please see the office to complete an Enrolment Form or you can visit:

Grant Baker
Principal

From the Deputy Principals’ Desks…

Integrating Technology into the Classroom

As the Australian Curriculum changes, we are finding more and more skills, content and standards require technology in order to achieve at the expected level. Not only are these content descriptors in the Technologies Learning Area, they are also included within other Learning Areas such as English, Mathematics, Science and The Arts. At Windsor State School we are supporting students to achieve to their maximum potential by scaffolding the use of technology, so that it is developmental, from PREP through to Year 6.

In addition to this, the Australian Curriculum has 7 General Capabilities that are addressed throughout the content of the learning areas. These play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school. ICT is one of these General Capabilities.

Please click here to view a great Parent Information sheet from the South Australian Government about ICT as a General Capability.

Nationally Consistent Collection of Data on School Students with Disability (NCCD)

Every year, all schools in Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). The NCCD process requires schools to identify information already available in the school about supports provided to students with disability. These relate to legislative requirements under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, in line with the NCCD guidelines (2019).

Information provided about students to the Australian Government for the NCCD includes:

• year of schooling
• category of disability: physical, cognitive, sensory or social/emotional
• level of adjustment provided: support provided within quality differentiated teaching practice, supplementary, substantial or extensive.

This information assists schools to:

• formally recognise the supports and adjustments provided to students with disability in schools
• consider how they can strengthen the support of students with disability in schools
• develop shared practices so that they can review their learning programs in order to improve educational outcomes for students with disability.

The NCCD will have no direct impact on your child and your child will not be involved in any testing process. The school will provide data to the Australian Government in such a way that no individual student will be able to be identified – the privacy and confidentiality of all students is ensured. All information is protected by privacy laws that regulate the collection, storage and disclosure of personal information. To find out more about these matters, please refer to the Australian Government’s Privacy Policy (https://www.education.gov.au/privacy-policy).

Further information about the NCCD can be found on the NCCD Portal:

If you have any questions about the NCCD, visit the website below or please contact the school.

Student Council Disco

The Student Council welcomes everyone back to the new semester with a Disco this Thursday, 8th August.

The theme is: WILD WILD WEST!

Students are invited to dress up in their Wild Western gear… let your imagination run wild!

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). Pre-purchasing tickets makes it quicker and easier to get 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. Food and drink will be on sale at the Disco.

Book Week 2019

Join us on Monday 19 August (Week 6) at 9am, for the annual Windsor Book Week Character Parade in the Hall.

Students may dress as the book character whose impact was so powerful that it gave life to a secret passion or inspired a greater love of reading.

If you're looking for ideas, think about how the power of reading might have allowed your child to: explore and immerse themselves in a different place or time; or wonder what it would be like to be a certain character with different emotions or talents; or demonstrate bravery to try new things or build on existing interests. There are endless possibilities with this year's Book Week theme!

Over the next few weeks there will also be an ever evolving Book Week display in the Library so pop in and enjoy browsing the CBCA shortlisted books and seeing how the secret power of reading has impacted others in the Windsor community.

2019 Premier’s Reading Challenge

Windsor State School is delighted to invite all of our students to join in the 2019 Premier’s Reading Challenge. Reading plays such an important part in students’ lives during their school years and beyond, allowing them to actively engage their imagination.

Last year, an outstanding 181,000 students from 1012 schools took part in the challenge reading a total of 2.46 million books.

The reading period for the 2019 Premier's Reading Challenge has commenced and closes Friday 23 August. The aim this year is to engage more students reading more books than ever before. The Premier has challenged students to experience at least the following (through shared or independent reading or listening):

• Prep to Year 4: – 20 books
• Years 5 to 6: – 15 books

Suggested book lists by year level are on the notice boards in the Resource Centre/Library but students should not limit themselves to just these suggestions.

The Premier's Reading Challenge is also a great opportunity to explore the books shortlisted by the Children's Book Council of Australia in their annual awards. There is a CBCA display in the Library and you can obtain more information using the website below. CBCA will announce their winners on 16 August (just in time for book week).

Students wishing to take part in this year’s challenge can obtain a copy of the reading record sheet from their teacher, the Office or in the Library. Once completed, the reading record sheets should be signed by a parent/guardian or teacher before being handed in at the Office so it can be placed in Mrs Anderson's pigeon hole.

Every student who completes the challenge will receive a Certificate of Achievement signed by the Premier. Students who participate but don’t complete the challenge will receive a Certificate of Participation from the school. Special recognition will also be given to the student(s) from each year level who experience the greatest number of books (and perhaps even greater recognition for the student who reads the most books as part of the challenge).

We look forward to seeing as many of our students as possible embrace the 2019 Premier’s Reading Challenge.

Chess Club

This terms Brisbane Primary North event details are below.

When: Thursday 5 September
Where: Nundah State School
Cost: $20 per player (invoiced after event)
Registration: 8.30am - 9.15am
Start Time: 9.30am (approx)
Finish Time: 2.30pm

Students of all ages and abilities are welcome. We do request that players have a very solid understanding of how pieces move and how to checkmate. Prizes will be awarded for 1st - 3rd individual and 1st to 3rd team in each division, and merit ribbons awarded for 4.5/7 or higher.

Teams in the Primary Premier for this term: BGS x 2, Nundah x 2, Eagle Junction x 2, Ashgrove x 1, St Eugene's x 1

There will also be another Open division on the days for all other teams, so the more the merrier!

Please make sure that the player entries are emailed through no later than 5pm the day before the tournament. The entry form can be located here.

Rules and Regulations can be found here.

Instrumental News

Term 3, Week 2

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.

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.