Weetangera Primary School eNewsletter

From Julie

Dear Families

As we head into next week, and our celebrations of 50 years of Weetangera I am going to include an article from Day One; 31 January 1973.

This article is from a book, found in the archives: WEETANGERA. SCRAP BOOK. 1973 – 1983

OPENING DAY

The staff moved in on 31^st January 1973. The day was spent unpacking the many boxes, parcels and crates in what was to be the Kindergarten Unit. The scene was rather like Christmas morning with “Oohs” and “Aahs” and “Look what I’ve got!”
The four units were, at that stage, some similar that it was not unusual for people to put down their personal possessions and not be able to remember which room.
Processions of people ran back and forth with equipment and stock. We were slowed down by the army of workmen putting finishing touches (We were to receive finishing touched for many weeks!). The floor of the hall and foyer were still being estapoled so a simple trip from point A to point B was impossible.
By the end of the day most equipment had been sorted out into the appropriate classrooms, storerooms, and cupboards. Many items had an unfamiliar look, especially to those of us used to more conventional classroom furnishings.
Anything we were not sure about was filed as ‘too hard’ and put in the Library for further consideration. At one stage the Library boasted twenty double-sided display boards but unfortunately before they could be put to good use they were recognised and claimed as easels for the budding artists of the school.
Among the supplies for the ‘sick room’ we found one dozen bottles each containing one thousand aspirin. We wondered if someone was trying to warn us of possible headaches to come!
Many an unofficial visitor wandered in that day, in fact the whole week. Many and varied were the excuses but a completely open plan school was still very much a curiosity and aroused much interest. Everyone wanted to come and see.
We seemed to be shoo-ing children from under foot all day. It was already: ‘This is OUR school'.
There was no other information until we get to: Day One: Second Term – 1973
When a gentlemen in clerical garb knocked on Mr Blythe’s door and said: “May we come in?" Terry (Blythe) did not wish to appear rude and so he didn’t say “Who the hell are you?”, he just said “Yes!”
So, in came 80 (eighty) priests and nuns who were visiting Canberra as a part of a one week in-service course for Catholic schools. Terry retreated into his office and shut the door leaving the visitors to wander through the school and observe.
Head Office had given permission but forgotten to tell us.

What a wonderful piece of writing from the archives; author unknown.

What was everyone wearing?

How many students were there?

Who were the teachers?

What were the students doing?

We look forward to seeing all of our families next week, Friday 3 November for our celebratory concert.

Have an excellent weekend

Regards

Julie

Julie.cooper@ed.act.edu.au

What's Happening in the Lorikeets

This term year one is diving into the world of fiction texts. Currently they are learning all about the importance of understanding character development, building their critical thinking and empathy skills. Some specific activities the Rainbow Lorikeets have engaged in so far to help achieve this, includes:

Discussing and comparing characters of different fiction texts.
Exploring how language is used to present characters features.
Comparing and contrasting characters external and internal traits.
Making inferences about characters thoughts, feelings and actions.

One book that we’ve read and enjoyed discussing was Nobody Hugs a Cactus by Carter Goodrich. After reading the book, students completed a character analysis of the main character Hank, thinking about his thoughts, feelings and actions that were displayed throughout the story. They then explained what these features made them think about Hank’s personality traits.

During writing, the Rainbow Lorikeets have begun to apply what they have learnt so far about narratives and character development in their independent writing, illustrating characters' likes, dislikes and special abilities.

Have a look at some of their fabulous pieces and perhaps be inspired to create your own fictional character or text!

Hayley Dix

This term in the Dragons, we have started the term off with a few changes! As Celeste leaves us to have her baby, Sam has come into the space to spend time with the Dragons, getting to know them before taking over for the rest of the year.

In that time, we have started our new unit looking at Places. Using our Chromebooks, the Dragons have spent time researching a place to write an information report about a bit later in the term. This has meant the Dragons are using the Chromebooks most days which they are very excited about!

In maths, we have started learning more about calendars, time to the quarter hours and we will be looking at 3D shapes, length and fractions later in the term too. We are very busy trying to fit it all in before the year finishes!

As always, the Dragons are improving their literacy skills each and every day with spelling, reading and writing.

We are looking forward to finishing year 2 learning all the skills we need to move up to year 3 next year!

Have a fantastic term, and Celeste, we wish you and your growing family all the best!

Celeste Tunnecliffe & Samuel Langley

What's Happening in the Tassie Devils

Welcome to Term 4! We have hit the ground running this term by continuing to work on our geography letters to our teacher and finishing our writing for Wild at Art. We have been researching Australia’s neighbouring countries and then we wrote all about our country to our teacher, letting them know how our country is different to Australia. We looked at how the country’s climate, food, clothing and environment may be different to Australia and included this in our letter. Here is one of our letters.

Indonesia, Bali 12 Oct 2023
Dear Mrs Ferdinand,
I woke up in the morning, walked outside and felt the hot sun and a cool breeze.
I got changed into a polo shirt and my mum and sister got changed into a sarong ( A long dress).
We then walked over to our traditional food market that was quite busy. We got some ripe mango, durian and dragon fruits and some fresh coconuts. We got back to our home and our dad cracked open the coconut and poured all of us some coconut water. It was delicious!
Then my mum made some of her own amazing fruit salad served with a mango smoothie.
After we cycled to the town beach, my sister and I built some sandcastles and splashed around in the water. Then we went to a restaurant just down the road, we got seated and looked at the menu. I told my mum that Ikan Bakar (grilled fish with vegetables) and fried rice. I loved the food a lot! Especially the fish.
We then headed to ceking rice, and when we got there, we bought tickets for all of us.
I then said to my mum “I want to go on the zipline!”
I had so much fun! We then walked across the grassy fields and me and my sister rolled down the hills.
We then went on a bush walk around a forest nearby and we saw a Komodo Dragon
I was terrified!!
My mum said, “Don't scare it walk slowly!” And then we kept walking along the path.
Then we got a taxi back to our house.
It was time for dinner I went to the restaurant nearby our house, and I got some fried noodles and soto (beef soup with an egg and vegetables) and there was a people doing a Indonesian traditional dance Java,
The food was amazing!
Then I went to sleep. That was the best day of my life!!!
From Jack D,
Terima kasih telah membaca (Thank you for reading)

During Reader’s Workshop we have been focusing on connecting, text-to-self, text-to-text and text-to-world. We read the text The Fire Wombat by Jackie French and were able to make many connections with the text.

Text-to-Self

This book reminds me of the fires in 2020 when it was so smokey that I went to my Grandma’s place.
Beatrix
Once I went on a bush walk and we saw lots of burnt trees.
Tahlia

Text-to-Text

This book reminds me of a book I read, where the animals were struggling to survive in the fire.
Jack. G
It reminds me of the book ‘Fox’, how Magpie burnt her wing.
Sarah

Text-to-World

In bushfires, lots of animals die and the emergency services help give water and food to the animals afterwards.
Nila
When bushfires happen, lots of animals take wombats' tunnels.
Eve

We also had the opportunity to use our connections with the text to become illustrators and add an illustration to The Fire Wombat. Afterwards, we had to explain why we drew that illustration.

Continuing to work on the text The Fire Wombat we looked at a picture from the story and asked questions to develop our understanding of the text. We were encouraged to ask a variety of questions which could include directing questions at the characters and the author.

Asking Questions

Why is the story from the wombat’s perspective? Ananya
Which country are they in? Lorenzo
Was the wombat scared? Max
What caused the fire? Sasha

We have also been working very hard on practising our dance for the concert and can’t wait to show you next week.

Megan Ferdinand

In reading this term, 4GK have been comparing and contrasting different texts. To begin our new focus, we looked at our learning intention and used our small whiteboards to brainstorm what we think it means to compare and contrast. We then shared our ideas in a class brainstorm.

For our mini lesson, we looked at two Little Red Riding Hood texts. One story was the original and one was a new version. We created Venn Diagrams on our small whiteboards and recorded the key parts of the text, finding things that were similar and different between the texts. We then created a class Venn Diagram with all our ideas.

In reading and writing we have had a focus on vocabulary this term. We have been learning about the three different tiers of vocabulary. Tier 1 which as basic, familiar words that are commonly used by most students in everyday conversation. Tier 2 words that are high frequency words that students encounter across the content areas and topics. Tier 2 words often have multiple meanings and are referred to as academic vocabulary words. Tier 3 words are low frequency words that are content specific and not as commonly used.

We made a class alphabox for each tier and students created their own alphabox to keep as a reference for all subject areas.

Gabe Kearins

What's Happening in the Storms

Throughout this semester our students have been learning about Democracy. Recently they wrote a brief summary based on some of the things they have learnt, new ideas about democracy and what they have enjoyed finding out.

Logan
The Senate has the executive power, once something has been passed in the House of Representatives it goes to the Senate and they see to whether it passes or not. A democracy is a group of people discussing or arguing over a change in the constitution. A referendum needs to take place for a change in the constitution to occur. Referendums are when the citizens vote yes or no to change something in the constitution.
Indi G
I’ve been learning about Democracy. We have learnt about the House of Representatives. Teaching us about the lower house (House of Reps) which is green and the Senate (upper house) which is red. The process revolves around getting a bill/law to the government and then going to the Australian public. We have expanded our knowledge of the Constitution, learning about members of parliament, e.g. David Pocock and Anthony Albanese. The Senate makes the executive decisions in Parliament. Having a voice means everyone has a say in voting, speeches and in elections to have a voice means to share your opinion and express your feelings towards the certain topic.
Jessica
Anthony Albanese is the Prime Minister of Australia. Democracy is where people get a vote and have a say on laws and how they live. Voting is where people have an opportunity to have a say in what they want.
Siddhik
A plebiscite is different to a referendum. A referendum is used to decide if the Constitution will change, it starts where a bill is being shown to the lower house or the House of Reps and then it goes to the upper house or Senate. If the Senate passes this, it will go to the hands of the public and after a few months the citizens get to vote. To vote you can have a say.
Joe S
In democracy we have been learning about the process of a bill or law being passed. It can start with the public wanting something to happen, then it goes to the House of Representatives, also known as the House of Reps. If the House of Reps creates the bill it will then go to the Senate and they will decide if the bill gets passed. This is all just a small part of democracy of which I mean a system where everyone gets a say on how they are governed.
Charlotte
For a bill to become a law it needs to pass through the House of Representatives (lower house- green) then the Senate (upper house-red). David Hurley is the Governor General and he is Australia’s representative. Democracy is to have a say and a voice to what happens in Australia and how it is run. Plebiscites and referendums are different. For the constitution to change you need to have a referendum, while a plebiscite won’t change the constitution.
Violette
In democracy we have been learning about the Australian Government. The main areas we have been learning about are the House of Representatives and The Senate. We also use voting as a way to show our opinions by voting for politicians with similar ideas. The House of Representatives is the lower house, when a bill is proposed it starts by being voted on in the House of Reps. The House of Reps is coloured green. The Senate is the upper house, once a bill passes through the lower house it is voted on by The Senate. If the bill would change the Constitution then the public would vote on it in a referendum. Voting is a way for citizens to have a voice by choosing an outcome or politician that supports your opinion. To vote you must be over eighteen and be a citizen of Australia.
Charlie
Having a say! The citizens or people/public having a say or voice/vote on the laws that affect them. A democracy is where there is a leader who listens and takes into account the citizens opinions/voice. The House of Reps is the lower house and The Senate is the upper house and the last place where bills and laws are passed through.
Tom
Democracy is having a vote and having a say in something like a referendum. It means to have a say or state an opinion on what you want. What does it mean to have a voice? To vote or state your opinion on how you feel about something.
Carla
This year in democracy I’ve learnt the process of passing a referendum. First the idea has to pass the House of Representatives (lower house), then the Senate (Upper House) and then to the Prime Minister. If it passes all of the stages then later on all Australian citizens will vote. Because a referendum needs a constitutional change it needs a double majority to pass meaning over 50% of the population and 50% of the states. I’ve also learnt about all the laws in place to ensure Australia is never under a dictatorship. The constitution is a big part of this as it is basically a rule book to show how Australia is run that no individual politician can change. A referendum must be held in order to change the Constitution. Democracy helps give Australian citizens a say!

Democracy: What Does it Mean to Have a Voice?

Class Democracy Word Wall

Erwin McRae

Weetangera Birthday Celebrations

Library Volunteers

If you have an hour or so to spare and would like to assist in our library please contact Stephen James via the front office.

Any assistance provided is greatly appreciated. Contact: 6142 2600.

Please note this does not include covering books.

PBL News

Newsletter_Communication_PBL.pdf

Jump Rope for Heart

We’re skipping through the term!

Jump Rope for Heart is well underway and it’s great to see so many children out in the playground skipping with smiles on their faces. Weetangera Primary School has already raised $2,681 so far.

It’s not long until our Jump Off Day on November 17 so keep on practicing those tricks! And don’t forget to share your online fundraising page with friends and family to raise money for a great cause!
Still need to sign up online? It’s easy just follow this link and enter your details.

www.jumprope.org.au/parents

P.s Don’t forget our skipping goal of 40 hours!

Communication at Weetangera

Communications_at_WPS.pdf

P & C Update

50^th concert – sausage sizzle sales now open!

Pre orders for the 50th concert sausage sizzle are now open on Flexischools! A sausage sandwich is $2.50, and drinks are also available. You can preorder for the whole family through your child’s classroom and help us make sure we have enough (but not too many) sausages on the day. Pre orders close on Tuesday morning (31 October). We will have some additional sausages on the day for your impulse buy needs, but ordering ahead is the best way to ensure you don’t miss out.

While you’re on Flexischools, don’t forget to place your special 50^th lunch order from the canteen for next Wednesday. Be quick, last sales are on Monday!

50^th concert – Lolly bag packing

Thanks to long time friend of the P&C, Jack Doyle at Peter Blackshaw Belconnen, the P&C is excited to be able to give every student at Weetangera a 50^th birthday “party bag” after they perform at the concert next Friday night. We’ve got balloons, an enormous collection of lollies, and hopefully stickers arriving before next Friday!

We may have slightly underestimated how many people it takes to pack 500 lolly bags. Can you help us for a bit next Friday from 3pm? We’ll be in the new hall for anyone who can stay for even 15 minutes after pickup. If you can help for an hour or so, let us know you’ll be there at our volunteer signup page: https://signup.zone/weetangera-pandc

Referendum (BBQ and cake stall) thank you and result

A huge BBQ and cake stall like the one we had on 14 October cannot happen without volunteers. Thank you to our team captain Zoe C who organised everything and everyone, and was at the school from sunrise til 5pm.

Thank you to the volunteer crew cooking the BBQ and handling sales: Con, Ben, Steve, Nicole, Susan, Sankar, Chris, PZ, Janine, Kimberly, Alana, Rob, Thomas, Alexander, Zoe K, Muthulaksmi, Suzanne, Jojo, Carla, Samantha, Debbie, Tinkie, Anna, Vincent, Shannon, Lucy, Helen, Alison, Catherine, Sophie and the students and additional helpers who jumped on when we needed a hand.

Thanks to Kate for the puzzles, Martina for the shopping, and the many many parents who donated yummy treats for the team to sell.

Because of the mammoth effort from so many of you, we raised $3,500 on the day for the school playground project.

Lapathon

It was a beautiful sunny day for our lapathon, and the students looked wonderful in their sports jerseys! Thanks to Georgina, Olivia, Zoe, Debbie, Daayna, Rhonda, Rob, Alex, Sienna, Cassie and Martina for helping us organise and run the day, as well as our student helpers.

It’s now time to collect those pledges and return your money. Donations can be deposited directly to the P&C bank account, or you can place your money in an envelope labelled “Lapathon” and return it to the school front office. Please return your money by next Tuesday, 31 October, so we can tally the final result.

More!

Over the month of November, the Southern Cross Club is doubling their contribution to their Community Rewards Partners. If you haven’t already, head to www.csss.com.au/rewards and set Weetangera Primary School P&C as your rewards partner, and we’ll earn 15% of everything you spend on food and drink at the club in November.

We hope the teachers had a great World Teachers Day. P&C put a little morning tea on for the teachers this morning, and we hope that many of our students took time out of their day to show their teacher a little bit of appreciation, too.

As always, stay in touch with us on our social media channels:

www.facebook.com/weetangerapandc

Instagram: @weetangeraschoolpandc

Community Notices

CANBERRA_LIONS_2023_INVITE_AND_FORM.pdf

End of year exams are approaching, maybe your young guy is prepping for Highschool, College or Uni. Any of these changes can be significant stressors … and we are here to help!

If your young guy is having a hard time, is anxious, uncertain or fearful of his future and could really use someone to talk to, get in touch! Our wait times are relatively low so we're ready to help when your young guy needs it. We provide a welcoming and supportive environment for young guys to share their concerns and worries and we provide tips and strategies to get them through those tough times that many of them are facing right now.

Menslink Counselling sessions are completely confidential and are available to any young guy aged 10-25. There are no fees or charges, and no limits to the number of sessions. You don't need a mental health plan and we are available during school terms and school holidays.

Do you think your young guy would really benefit from a counselling session? If so, have a chat with them and head to www.menslink.org.au, hit the 'Get Help' button, fill in the form and we'll get back to you, generally the same or next business day.

If you need more info on how to have that chat with them, just email info@menslink.org.au or call 6287 2226 and we will send you some information.

Menslink has provided free counselling to young guys throughout the Canberra region for 20+ years.

APPROVED_Magical_park_Poster_1_.pdf

Canberra_December_2023_Cartoon_Workshop_for_parents_schools.pdf

Weetangera Primary School Newsletter | Week 3, Term 4 2023