Week 2, Term 1

Phone: 4934 3584 Emai l : ashtonf ie l -p .school@det .nsw.edu.au

WEBSITE: www.ashtonfield-p.schools.nsw.edu.au

FACEBOOK:

www.facebook.com/ashtonfieldpublicschool

SCHOOL HOURS:

Supervision from: 8.25am Classes begin: 8.55am Classes finish: 2.55pm

NOTES SENT HOME:

Yr 3-6 Swimming Carnival

Welcome to 2020

2020 Usage Agreement

Yr 1 and Yr 2 Seasons for Growth

DATES TO REMEMBER:

Monday, 3rd February Kinder’s first day

Tuesday, 11th February Yr 3-6 Swimming Carnival

Friday, 14th February

Bookclub orders and payment due

Wednesday, 19th February Meet the Teachers evening,

5pm—7pm

Thursday, 20th February Zone Swimming Carnival

SPORT—TERM 1:

Every Friday

WEEKLY ASSEMBLIES:

Every Friday, 2.10pm

Primary—even weeks

Infants—odd weeks

NEXT P&C MEETING: Annual General Meeting Tuesday, 18th February,

7pm in Library

CANTEEN OPEN: Monday—Friday

UNIFORM SHOP OPEN:

Mondays, 8.30am—9.15am Wednesdays, 2.45pm—3.15pm

Fridays, 8.30am—9.15am EFTPos facilities available

at the Uniform Shop.

WELCOME Welcome back to Ashtonfield Public School for 2020. It was so lovely to meet our new Kindergarten students this morning. The excitement on their faces was priceless! I think there were more teary eyes from our parents. Already Kindergarten have settled into their classrooms and have begun learning. Welcome also to our new families, we look forward to getting to know you over the next couple of weeks. Our welcome evening, and your chance to meet our teachers, will be held on Wednesday, February 19. Classes were formed last week, both students and teachers are already working in their new learning environment successfully. Classes have been constructed to make the best use of available staff, resources and space. For your information, I have attached a ‘Frequently asked questions’ (Pages 8 and 9) to assist with any questions that you may have. You will recognise many of the same faces in our staff team. We welcome Emma Ball to our teaching team. Emma is an experienced permanent teacher working on Year 5 this year. In addition, we welcome Andrew Cooper and Jane Chapman. Andrew and Jane will be working with students in their role of Student Learning Support Officer (SLSO). A full staffing list is available on Pages 2 and 3 of our newsletter. ATTENDANCE The school has a legal obligation to monitor and record student attendance. If your child is absent from school it is important to tell the school and pro-vide a reason for the absence. Please send a note or email to the school, reply to the SMS sent, phone or visit the school to explain the absence. Class teachers will contact parents or carers of a child in their class who has been away for two or more days and no explanation has been re-ceived. Lateness is recorded as partial absence and must be explained in the same way as other forms of absence. SKOOLBAG APP The School App for iPhones, smart phones and iPads is available free from the iTunes store or Google Play store. All parents and family members are encouraged to download and access the app. The calendar will be regularly up-dated and alerts will be provided reminding parents of events and activi-ties. Just a reminder for parents who already use the Skoolbag App, you need to go into the set-up section in the app and change the year group that your children are in to make sure you get alerts specifically for your child.

Monday, 3rd February, 2020

PAGE 2 WEEK 2, TERM 1

Teaching Staff for 2020

Role Staff Member Role Staff Member

Principal Melissa Scully Deputy Principal Sue Holt

Assistant Principal Wellbeing

Donna O’Neill

Assistant Principal Learning Support K-2

Stage 1 Supervisor

Erin Staniland

Assistant Principal Learning Support 3-6

Stage 2 Supervisor

Elizabeth Cobcroft

Assistant Principal Teaching & Learning K-2

Early Stage 1 Supervisor

Daniel Willis

Assistant Principal Teaching & Learning 3-6

Stage 3 Supervisor

Matt Leleu

Kindergarten

Jenny Leggett

Year 3

Biannca Ernst

Michelle Scarpinato

Daniel Willis

Susie Burgoyne Natalie Wilson

K/1 Zac Manton 3/4 Emily Price

Year 1

Jenny Freeman

Year 4

Belinda Bower

Claire Vernon Elizabeth Cobcroft

Emily Mc Namara

Shaun King 4/5 Heather May

Erin Staniland

Rebecca Singleton Year 5

Matt Leleu

Kayla Perry

Year 2 Natasha McDermott Emma Ball

Bec Gilchrist

Year 6

Brigita Meynell

Counsellor David Lambert Richelle Galluzzo

Hearing Support Pieta Sheills

Stephen McDonald Luke Johnson

Library Adela Davey Music Russell Thornton

RFF

Jaimie-Lee Glanville

Alicia Marcus

Erin Halverson

Support Megan Gray

Keah Tilbrook

PAGE 3 WEEK 2, TERM 1

Administrative and Support Staff for 2020

Role Staff Member Role Staff Member

School Administrative Manager

Wendy Smythe School Administrative Officer

Melanie Miller

School Administrative Officer

Sheryn Long School Administrative Officer

Melinda Oke

School Administrative Officer (Library)

Jo Bullen School Learning Support Officer

Donna Jenkins

School Learning Support Officer

Natarsha Lawton School Learning Support Officer

Rebecca Gorman

School Learning Support Officer

Andrew Cooper School Learning Support Officer

Jane Chapman

School Learning Support Officer

Claudia Alverez School Learning Support Officer

Louise Ernst

School Learning Support Officer

Alex Smith Defence Transition Sally Twelvetree

Site Manager (Spotless) Jim Linigen General Assistant TBA

PAGE 4 WEEK 2, TERM 1

BOOK CLUB orders and payment are due by Friday, 14th February. A reminder that all orders and payments must be made through Scholastic Australia. Information on how to order and pay is included below.

PAGE 5 WEEK 2, TERM 1

Term 1 2020 Calendar

Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Week 1

Jan

27

Australia Day Holiday

28

Staff return

29

Students—Years 1—6

return

Kinder Best Start

interviews

30

Kinder Best Start

interviews

31

Kinder Best Start

interviews

Week 2

Feb

3

Kinder’s first full day

4 5

6 7

Week 3

10 11

Yr 3-6 Swimming

Carnival

12 13 14

Bookclub orders and

payment due

Week 4

17 18 19

Meet the Teachers

Evening 5-7pm

20

Zone Swimming Carnival

21

Week 5

24 25 26 27 28

Week 6

March

2 3 4 5 6

Week 7

9 10 11 12 13

Week 8

16 17 18 19

Cross Country

20

Wek 9

23 24 25 26 27

Week 10

March/

April

3 31 1 2 3

Week 11

6 7 8 9 10

Good Friday

PAGE 6 WEEK 2, TERM 1

Welcome back to great year of reading! This week the library is back into full swing with lessons for all students in Years 1 to Year 6. There are many new and exciting books available for borrowing, so a reminder for students to please bring their Library bags on their lesson day. All students need to have a library bag if they wish to borrow. This is to protect the books they have borrowed from those mystery items lurking in the bottom of school bags or the odd leaking water bottle.

All students have been provided with a library bag when they started school, however, if it has been misplaced, you can purchase a new one from the Library at a cost of $5.00.

Library lesson days for the Year 1 to Year 6 classes this term are:

Kindergarten students will commence borrowing from the library in Week 3. Over the next 2 weeks, there is a trial running for prospective new Library Leaders for 2020. There are some very enthusiastic Year 6 students who have been spending some of their lunch times getting to know the library. It is a very big commitment by these students, as their role will entail assisting in the Library once a week for the entire year. World Read Aloud Day (WRAD)

This Wednesday is a special day for reading. It is WRAD, a day that was started in 2010 to encourage people to celebrate and embrace the many benefits of reading aloud. Every February, schools around the world celebrate WRAD. At APS, there will be book readings to younger students in the library at the lunchtime breaks. Everyone is encouraged to grab a book, find an audience or be an audience and read aloud. When we read together, we change the world – one story at a time!

Debating News Debating is off to an early start this year with an information and tryout session being held

today. Any students interested in debating were invited to attend a meeting at Lunch 2, to

learn about what is involved in debating and then decide if they wish to try out for the school

teams. Later in the week, successful students will be invited to take part in a Training Day run

by the NSW Arts Department at our school on Thursday, 13th February, 2020.

This week’s word of the week is : hello

In Japanese: Kon'nichiwa こんにちは

In Wonnarua language: Anikanya (an-ee-can-ya)

Monday Tuesday Wednesday Thursday Friday

3E

5B

3/4P

6G

4C

5L

K/1M

4/5L

1K

3W

2M

4B

2S

6J

6M

1F

2G

1C

PAGE 7 WEEK 2, TERM 1

Canteen News

Canteen Roster

Mon 3/2/20 Tues 4/2/20 Wed 5/2/20 Thurs 6/2/20 Fri 7/2/20

Jane.A Peta.H

Elizabeth Kyrsty

Alison.W Alison.W Anne.M

Nicola Bree till 9.30am

Mon 10/2/20 Tues 11/2/20 Wed 12/2/20 Thurs 13/2/20 Fri 14/2/20

Amanda Mariah Kyrsty

Nicola Bree

Alison.W Mariah

Connie Bree till 9.30am

Class Structures- FAQ and Answers

What is a multi-age or composite class? A composite class is where children from different year groups or stages are placed together in one class. The children in the composite class may study different topics from the single stage class. Should I be worried? There is no need to be concerned. Different classes can be studying different topics and still cov-er the syllabus outcomes. Topics are used to provide relevant context, case study, inquiry or ex-ample for teaching the key concepts in each subject area. For example ‘Antarctica’ is a topic. It is an example of a much broader concept of Endangered Environments. This allows the teacher to choose the most relevant example for their students. How can a teacher teach two stages at once? The curriculum in NSW is organised as a learning progression from Kinder to Year 12. Students can be anywhere along this progression. This curriculum is broken into stages, which usually correlates to two years of learning. Students are expected to achieve particular goals or out-comes by the end of each stage. The following examples show the expected outcomes for Reading and Viewing in Stage 2 and 3. • Stage 2 Reading and Viewing: Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in differ-ent media and technologies. • Stage 3 Reading and Viewing: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies. You will note the expectation for Stage 3 is more challenging and complex. It is quite possible for students to be studying the same text with a completely different set of expectations. It is not the age of the child that determines what students are ready to learn next. If that were the case eve-ry child would learn to walk, talk or read at the same age. Students are at many stages of readiness in any classroom, regardless of whether the class is a straight class or a composite class. Teachers cater for differences in readiness by grouping chil-dren according to purpose and setting curriculum goals appropriate to the needs of the students. Why group? It all depends on purpose. Grouping can be based on: • Readiness Interests or Different ways to learn, such as collaborative groups, independent study, peer tutors, the inter-

net etc. We now have a curriculum that is developmental stretching from Kinder to Year 12 in all Key Learning Areas. Students can be anywhere along this continuum so grouping students according to ability, achievement and / or readiness makes a lot of sense. Groups can be formed full time or part time. Groups can be formed within classes, across clas-ses or can operate as pull out groups. Grouping in maths and reading is formed on the basis of readiness so that students are learning content that is ’new’. That is, the content is just difficult enough so students are challenged but not so hard they want to give up. Groupings can be formed within the class, within stages or across stages. Groupings can be full time or part time or just some of the time.

Will the children in the composite class get the same opportunities as the children in the single stage class? Children in all classes will follow programs constructed to help them progress at their own level, regardless of whether or not they are in a composite class or single year stage class. In addition the school will make every effort to involve children in any one year group in activities, which bring them all together. However it is important that the natural identity of each class is main-tained and the school will ensure this happens. My child has been placed in a composite class with students from a stage or year below him/her. Is he/she being kept back? No, this is certainly not the case. You can be confident that classes have been constructed to make best use of available staff, resources and space. Children will progress through learning experiences appropriate to their developmental level. My child’s friends are in another class. What should I do? You should be assured that your child’s teacher will be sensitive to the needs of children in his/her class and will be encouraging the class to develop working relationships with each other. It is important that children learn to adapt and not be fearful of change. Children usually make friends very quickly and can cope far better than adults imagine. Children will spend time in the play-ground mixing with their friends and there will be many opportunities for your child to continue to be involved with his/her whole year group including some curricular activities and social activities such as playtimes. Can I refuse to have my child in a particular class? No. The management of the school is the responsibility of the principal. Class structures are formed with a great deal of consideration, consultation, understanding and knowledge of our stu-dents. We understand parents only want what they believe is best for their child, as do we. Are the classes set for the year? We have formed classes based on the enrolments we have at this time of the year. In very ex-ceptional circumstances, classes can sometimes be restructured at any point during the year. How can I help my child adjust to their new class? The teachers and school executive consider each child’s academic, social and emotional needs when forming class placements. While friendship groups are considered in forming classes, friendship groups are not the basis for constructing classes. This is an opportunity to support our children to develop resilience, to grow as involved, collaborative and caring citizens. We need to help children know that they can: • learn to make new friends • learn to work with people other than their friends • learn new routines • learn that they can adapt and change • learn to explore the world with courage. Some children adjust well to change. Others find it harder. Your child will look to you for guid-ance. Be positive and reassure them that adjusting to change takes time. Let them voice their concerns but try not to step in to solve the problem for them. It takes a lot of time and thought to put new classes together. Moving your child to a different class might seem an easy solution but it is not always possible. It is important that your child’s year begins on a positive note and that we all work together to build strong and supportive partnerships.