Dear Parents/Carers,

SENIOR ATHLETICS CARNIVALS

Once again for the third year in a row, organisation of these carnivals have been a challenge. We have a relatively dry oval for now (fingers crossed) but need to spread its use because there are a number of divets that make intensive use a challenge for safety reasons. Additionally, staffing schools has been a bigger challenge than ever this term with COVID and flu still a real issue as well as replacing Mr Heidrich these past weeks has been a difficult task. I'd like to thank Wade Olsen and Gary Kirby for helping us out where they could in recent times. After the holidays,  Kendall Simpson will take over PE for Term 3. Kendall is on leave from his classroom teacher position at Aspley State School and he describes himself and is described by others as a sports tragic. As a parent and teacher he has involved himself in school and club sport for many years, so he is keen to take up this role for Term 3 until David's return in early Term 4. 

We are required to send in nominations for District Track and Field Events for 10, 11 and 12 year olds by the end of Week 1 so given these multiple challenges, we have emailed parents/carers twice to submit their child's name and events if they wish to trial for these events. These nominations are now closed. Therefore, all of our district nominations will be done in school time this year not from carnival results.  Age Champions for 9, 10, 11 and 12 years will be given out after both of the Athletic Carnivals based on the outcomes of the trials and carnivals. House Points will be awarded both from the trials and the carnivals. Therefore, participation of all students is key to ensure their house has the best chance of winning!

Therefore, the format of the carnivals will be as follows:

Senior Carnival 1: Wednesday June 22

9. 15 am  9,10, 11 and 12 yrs:  800 metres (1st, 2nd and 3rd place ribbon awarded for each age group)

9.30 am   9,10,11 and 12yrs:  200 metres (1st, 2nd and 3rd place ribbon awarded for each heat but there will be no finals)

Senior Athletics Carnival 2: Wednesday July 13

9.15 am    9,10,11 and 12yrs:  100 metres (1st, 2nd and 3rd place ribbon awarded for each heat but there will be no finals)

            9.10,11 and 12yrs:  100 metre relays (1st, 2nd and 3rd place ribbon awarded for each relay team)

11.30am 9,10,11 and 12 yrs:  BALL GAMES   

PRESENTATIONS WILL OCCUR ON ASSEMBLY ON THURSDAY JULY 2 ASSEMBLY 2PM     

                                      

INCLUSION

Students enrolled in Queensland State Schools come from diverse social, cultural, geographic and family backgrounds, are of many identities and of all abilities. 

Success and well-being for all children through each stage of learning means that every single child can access a quality education; the school's focus is on the needs of the child; we talk about success as success at learning and in terms of well-being. 

Students experience inclusive education when they can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their needs. Inclusion is embedded in all aspects of school life and is supported by culture, policies and every day practices. 

Craigslea is a diverse school with 39% of our students from EALD backgrounds, 20% of our students with learning, social and emotional needs and 47% achieving an A or B in English. Our school employs a Targetted Learning Teacher for each year level to ensure they oversee the support, extension and improvement of every child across the year level. 

Most schools these days are diverse. Diversity and Inclusion has been a strength of our school for decades given our history of working with students with disabilities. Our parents, staff and students have always been such an understanding and inclusive community. This makes this school special. It makes our students and our staff special.

At times, particularly in the case of students in Prep to 2 those with social/emotional needs are still learning to be part of a large community. This can often mean they can feel overwhelmed and make impulsive choices physically and verbally that can impact on other students. It is important that the school leadership team is made immediately aware if the ongoing actions of other children are impacting on your child. We then make a plan that aims to ensure a safe and supportive learning environment for your child.

The Human Rights Act and the Disability Discrimination Act ensures all schools work positively and proactively with children with complex needs and their families towards a better future. We are fortunate at Craigslea that almost all of these families consider the needs of other people's children and therefore work closely with us to improve their child's learning, engagement and behaviour. After a period of time where students have been provided with the skills and adjustments they need to engage in their learning, make friends and play safely, things improve greatly particularly with the child's growing maturity. 

When I work with these families, I always admire their joy, resilience and problem-solving skills learned by having to do parenting differently than the rest of us. As a school leader, I see that they support their children but have great concern for the children of others. They may not always like but they understand and support the actions of the leadership team, as these actions sometimes might be difficult for their children. They know that the needs of others must be considered as most of them have other children or family and friends who are neurotypical. 

As the educational leader of this community, my vision is for our school community to support these parents and their children as they progress through their inclusion journey at Craigslea. This means we may have to jointly problem solve any "bumps" (where we can) along the way to ensure the safety and happiness of all. These children most often look exactly the same as yours but may act or think differently or become overwhelmed easily. Things get so much better in time when we are all behind them. It's a feature of a truly inclusive community when there is an understanding that not all children are the same and therefore need different responses and strategies to reach their potential. 

A Message from Mr H.

On behalf of my daughters and myself, I would like to thank the teaching staff, the parent community, the P & C and the OSHC staff for their kind thoughts and support.

The meals from Meal Train (thank you Mrs Stockill) and meal vouchers has been wonderful to consume with my extended family and visiting friends. I haven't needed to worry about any dinners and the variety and quality of meals has been exceptional. The girls have asked for recipes and have enjoyed the varied and hearty meals. We greatly appreciate the wonderful support of the whole school community, my second family.

Best wishes from Mr H and his girls.

Have a good week,

Kathy

Semester One Learning, Assessment and Reporting

Semester One reports will be emailed home in the first week of Term 3 (11-15 July).

If you have changed your email address recently, please update your details through QParents or contact our office staff via email - Administration@craigsleass.eq.edu.au .

Please make sure you add Application.ONESCHOOL@dete.qld.gov.au to your list of safe senders to ensure the report card emails aren’t sent to the Junk folder.

PBL & Social-Emotional Learning

The focus for the fortnight is:

Be a Friend and Be safe in all Environments – We say NO to bullying.

As a school community we are very keen to ensure that Craigslea SS remains a safe, supportive and encouraging learning environment for all. Our staff regularly strives to ensure that children understand that bullying, in its varied forms:

• is to be reported quickly if experienced by any child;
• is taken seriously and addressed swiftly & appropriately when seen or reported;
• can be minimised, if not eliminated, from our learning environment when we work together;
• is not acceptable.

Unfortunately bullying does occur from time to time in every school, just as it does in society. we would like you to be aware, however, that we are serious about this issue and that our staff are proactive in dealing with, or intervening in, observed, or reported incidents. This fortnight, teachers are leading discussions and sharing strategies with all children about ways in which together we can minimise, (if not eliminate) bullying in our school.

We are learning the distinction between behaviour that is rude, behaviour that is mean and behaviour that is characteristic of bullying. Distinguishing between them allows teachers, school administrators, parents and kids all know what to pay attention to and when to intervene.

Rude behaviour is inadvertently saying or doing something that hurts someone else. In children this takes the form of social errors like “burping in someone's face, jumping ahead in line, bragging about achieving the highest grade or even throwing a crushed-up pile of leaves in someone's face. The critical factor? Incidents of rudeness are usually spontaneous, unplanned inconsideration, based on thoughtlessness, poor manners, or narcissism, but not meant to actually hurt someone.

Being mean involves purposefully saying or doing something to hurt someone once (or maybe twice). Unlike unthinking rudeness, mean behaviour very much aims to hurt or depreciate someone.... Very often, mean behaviour in kids is motivated by angry feelings and/or the misguided goal of propping themselves up in comparison to the person they are putting down. While both rudeness and mean behaviour require correction, they are different from bullying in important ways that should be understood and differentiated when it comes to intervention.

Bullying is intentionally aggressive behaviour, repeated over time, that involves an imbalance of power.... Kids who bully say or do something intentionally hurtful to others and they keep doing it, with no sense of regret or remorse — even when targets of bullying show or express their hurt or tell the aggressors to stop. There are multiple kinds of bullying, including physical and verbal aggression, relational aggression (like social exclusion, hazing, or rumour spreading), and cyberbullying. The key aspect to all of them is the ongoing nature of the behaviour, which leaves the victims feeling powerless and fearful.

The national definition of bullying for Australian schools says:

Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert).

Bullying of any form or for any reason can have long-term effects on those involved, including bystanders.

Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying. However, these conflicts still need to be addressed and resolved. At our school, we encourage our students to use their Bridge Builders strategies to resolve conflicts in the classroom and playground.

The Bridge Builders strategies include:

• Ask them to STOP
• Ignore – Don’t react
• Share – Take turns
• Talk and Listen
• Be Kind
• Make an agreement
• Apologise

Cyberbullying and Cybersafety

Cyberbullying of children is when someone uses online content or communication to seriously humiliate, seriously harass, seriously intimidate of seriously threaten a child or young person under the age of 18.

It can take many forms including sending abusive messages, hurtful images or videos, nasty online gossip, excluding or humiliating others, or creating fake accounts in someone’s name to trick or humiliate them. 

Navigating online technology and keeping our children safe while they use it can become quite complex for families. The eSafety Commissioner website has an extensive section for parents and carers to provide advice on how to keep our children safe online.

Free webinars on a variety of topics, downloadable resources are available. The site offers a range of practical tips and strategies for parents. There is also a section under skills and advice called “Taming the Technology” which explains how you can input parental controls on devices to maximise online safety. It definitely worth a look.

Parentline also offers free cyberbullying training for parents, carers and grandparents to help support their young person.

Roxy at Craigslea State School

APPROACH

• Remain calm and move slowly
• Don’t call her name to avoid distracting her
  
  

1. CLASS VISITS

• Continue with what you are doing
• Wait for teacher instructions
  
  

2. ASK

• Always ask if it is ok to pat Roxy
• Let Roxy sniff your hand (closed fist) 

3. TOUCH

• Pat Roxy on her shoulders, back or belly rubs if she is lying on her back
• Use a calm, slow stroking motion down her fur
  
  

4. GOODBYE

• Enjoy your interaction with Roxy and then say ‘goodbye’
• Wash your hands

2022 International Competitions and Assessments (ICAS)

If you wish to have your child undertake any of the competitions this year, please take note of the information below and log on to the website to pay and enrol for this to happen
by 1 August, 2022. Go to the link at https://shop.icasassessments.com/pages/pps and enter the school code: RKD947

Have a great week!

Principal’s Academic Award  

Consistent Effort in all  Curriculum Areas  

• Tries their best in all areas of the curriculum  
• Completes all tasks—neatly and on time  
• Completes all homework—neatly and on time  

Year 1 Assembly Performance

Well done to Year 1 for their energetic performance at Assembly.

Click to view - https://www.facebook.com/CraigsleaSS/videos/1572447089803688 

Year 2 Excursion to Nudgee Beach Environmental Education Centre

Year 2 experienced an exciting day learning about plants and animals at Nudgee Beach Environmental Education Centre.

Club Connect Article 

Physical education (PE) teacher David Heidrich is passionate about growing female participation in sport. With support from Sporting Schools, he is encouraging the next generation of female students to foster a love and appreciation for sport.

“With our Club Connect funding in 2021, we ran a girls-only Miniroos program with fifteen girls from year 3. We identified students who we thought would be interested in the program and communicated with their parents to get them involved. Nearly all of them signed up,” David said.

It’s nice to see the program achieve its goals, and personally it’s very satisfying to know I played a role in helping the students enjoy sport.

PE TEACHER DAVID HEIDRICH

Kelvin Wheeler, Female Technical Director at the North Star Football Club ran the sessions at the club after school.

“The sessions were basic skill-level and filled with lots of games and activities, which the girls seemed to enjoy,” Kelvin said.

“During the 4-week program, I identified the need to give participants the opportunity to continue playing football after the program finished.

“Over the school holiday period, the club set up a free holiday camp for females in the area, and we provided each of the students from Craigslea with a flyer about the program during their final Club Connect session.”

The school also promoted the holiday camp in their newsletter to parents.

“Amazingly, 7 of the students from the school attended the camp, with a couple signing up to play in the 2022 season.

David said, “It really makes me feel good to know these kids are following through.

“It’s nice to see the program achieve its goals, and personally it’s very satisfying to know I played a role in helping the students enjoy sport.”

The Club Connect program will conclude in 2022, with key learnings from the program used to inform the future Sporting Schools programs.

For more info visit the Sporting Schools website or Find a Club near you.