Issue 4, Wednesday 30 March 2022

Principal, Sonya Wilson

Dear parents and carers

Staffing updates, this Friday we bid farewell to Mrs Kylie Smith who is taking Maternity Leave for the remainder of this year. This is a very exciting time for Mrs Smith and her husband as they welcome their first child. Congratulations! Replacing Mrs Kylie Smith in the Academic Performance Team (APT) with Mrs Barnham will be Mrs Judy Allsop. Mrs Allsop will join the APT three days a week and support Mrs Broquesa in the SEP two days a week. Carbrook State School has a long history of providing intensive intervention and targeted support. We know Mrs Allsop has vast experience and brings a wealth of knowledge with her to this role, and we welcome her continued support.

P&C Annual General Meeting was held Wednesday, 23 March to elect the new executive. The new committee is

• President Bec Allpress
• Vice President Jade Partridge
• Treasure Mel King
• Secretary TBA

A huge thank you to the committee who have stepped up again this year to support the school through fundraising initiatives and for providing  Carbrook State School with extra resources as a result of their efforts.

It has been wonderful to see parents back on site since the easing of COVID restrictions. It was great to see so many parents enjoying the Cross-Country on Tuesday 22 March. (See the photos and results below.) It has been a pleasure to see so many parents meeting with teachers for parent/teacher interviews. The start of school prevented parents coming up to classes, so it was a pleasure to see these meeting occurring now.

As this hectic term draws to a close, I would like to take this opportunity to thank the Carbrook State School families for their support during this term. I especially thank them for keeping our school community safe by keeping students home when they are unwell and for the prompt and courteous response when office staff phone to collect students.

We look forward to the following events in term 2, so please mark these in your calendar.

Friday, 22 April at 9:30am ANZAC assembly – visitors welcome

Friday, 6 May before school Mothers’ Day stall – run by P&C

Tuesday, 24 May Athletics Carnival.

Cross Country

Overall winner Albert, followed by Logan and Kruger. The first five finishers in each of the age divisions have received an invitation from Mr Brett Reese to attend District Cross Country Wednesday 20 April. Ms Hayley Pattison and Mrs Michelle Pocock will accompany the Carbrook State School team. We look forward to celebrating their determination and sportsmanship.

Age Champions

12 Yrs Girls – Felicity

12 Yrs Boys – Jackson

11 Yrs Girls – Pyper

11 Yrs Boys – Hudson

10 Yrs Girls – Pipa

10 Yrs Boys – Roman

9 Yrs Girls – Rosie

9 Yrs Boys – Maximus

PBL focus – Charlotte

Date Claimer - ANZAC Day Commemoration

Carbrook State School will be holding its Annual ANZAC Day Commemorative Parade on Friday, 22 April 2022 at 9:30am. All families are welcome to attend on the day, as a mark of respect for our  brave serving and returned service men and women. Please see the invitation below for more information.

Morning Supervision

As a school we have a duty of care to our students and throughout the day supervision is provided. We have observed a growing number of students arriving before 8:30am, the time when student supervision begins.

Teacher aides are rostered on to supervise students from 8:30am. We respectfully request that parents arrange for students to be dropped off to school no earlier than 8:30am.

If parents have work commitments and require supervision before school, options are available, including the YMCA which is onsite. Please see details regarding the YMCA opening times below.

All students are to arrive to school daily with something to ‘lock their eyes into’. This could be a book to read, a colouring to do, a puzzle book to complete with a friend etc.

We thank you for your assistance. 

School Watch

Deputy Principal, Kerry-Ann Reese

NAPLAN Online 2022

Students in Years 3 and 5 will be required to undertake the NAPLAN testing online in May.  At Carbrook State School the NAPLAN testing will occur from 10 May to the 16 May inclusive. No testing will occur outside this testing period at Carbrook State School.

Students will be participating in a practice test on 21 April. This provides the school with an opportunity to fine tune any technical and logistical needs, as well as familiarise students and teachers with the online testing process.

Parents and caregivers of children in these NAPLAN year levels will need to be aware of important information relating to privacy, which can be found on the NAPLAN Online Queensland website’s parent information page.

To familiarise yourself with the tests, visit the public demonstration site and read more about NAPLAN Online.

NAPLAN testing is for everyone and all students in Years 3, 5, 7 and 9 are expected to participate in NAPLAN tests. Adjustments can be provided for students with a disability to enable them to access the tests on an equivalent basis to students without a disability.

Carbrook State School will work with parents/carers and students to identify, on a case by case basis, reasonable adjustments required for individual students with a disability to access NAPLAN. Please contact your child’s teacher to arrange a meeting to discuss the adjustments available to your child.

Parents or carers may withdraw their child from the tests in order to address issues such as religious beliefs and philosophical objections to testing. It is recommended that withdrawal be considered in consultation with the school. Formal notification must be received by the school principal prior to testing.

We will keep you up-to-date in the lead-up to May, but if there’s anything you need in the meantime please contact your child’s teacher.

Changes to the Administering of Medication

CHANGES TO ADMINISTERING MEDICATION IN SCHOOLS COME INTO AFFECT 19 APRIL2022

Please be advised that as of Term 2 the Department of Education is updating policies and procedures regarding  administration of medicines in schools.

If you would like our staff to continue to administer medication to your child, you will need to complete the new forms. Please check at the school administration to determine if you need to  fill out the new paperwork. If no new paperwork is filled out and submitted we will not administer  medication and will contact you to return the medication. 

What this means for parents and carers: 

We are required to update all of our current medication forms even if we already have your current paperwork. A current Administer Medication form will have to be completed and returned to the school office prior to 19 April 2022.

APT, Leonie Barnham

A large component of teaching in the Academic Performance Team, as well as in all classrooms, is fostering a ‘growth mindset’ in the students we teach. 

“As you begin to understand the fixed and growth mindsets, you will see exactly how one thing leads to another—how a belief that your qualities are carved in stone leads to a host of thoughts and actions, and how a belief that your qualities can be cultivated leads to a host of different thoughts and actions, taking you down an entirely different road.”                                                                                                   - Carol Dweck 

A growth mindset describes those who believe what we’re born with is just a starting point. They recognize intelligence, talents and personality can develop and change through effort and sometimes adversity. 

Developing a growth mindset is about more than simply believing we can improve. It also means students view mistakes as opportunities to improve and learn from, and a view that they haven’t quite mastered something ‘yet’. They connect positive outcomes with their perseverance and hard work.

“'Hard-working' is what gets the job done. You just see that year after year. The students who thrive are not necessarily the ones who come in with the perfect scores. It's the ones who love what they're doing and go at it vigorously.”

-Carol S. Dweck

Teachers in particular assist students to cultivate a growth mindset by the feedback that they provide.  ‘Process praise’ by way of meaningful feedback enhances student learning and often assists with improving achievement.

Teachers at Carbrook State School implement a range of practices and strategies that ensure feedback to students is deliberate, planned and focused on learning intentions and success criteria.

Feedback to students is specific and where possible, immediate.  Students require teacher feedback that pertains to the goal or goals that they are working towards.  This then informs learners what is still required in order to achieve the desired result.  Students use this feedback to enhance their learning and continue their improvement in subject areas.

By providing learners with performance specific feedback and time to implement it,  students are able to take responsibility and ownership of their pathway to mastery of their learning goals.

How can parents foster a growth mindset at home?

The way parents talk about ability and learning can have powerful effects on their child’s beliefs.  Developing a growth mindset in yourself and in your child is a process that takes time.  Some simple ways that you can help foster a growth mindset include: -

• Reflect on your own mindset: Be mindful of your own thinking and of the messages you send with your words and actions.

• Praise the process:  Focus on the process helps your child understand that their effort leads to success.
• Model learning from failure: Talk positively about making your own mistakes. This allows your child to witness mistakes as a natural part of the learning process.

People with a growth mindset believe that they can learn, change and develop needed skills through dedication and hard work. These people are better equipped to handle setbacks and know that hard work and effort helps them accomplish and learn.

A fixed mindset stops you in your tracks and limits your achievement. A growth mindset opens up possibilities and always offers you opportunities to grow and learn.

SEP Fiona Broquesa

Year 6 maths consolidation sprints

As part of our school's Improvement Plan we have been engaging in Consolidatation Sprints in year levels, to fill learning gaps or extend learning.

This term, one of the year 6 maths sprints has been focussing on identifying the correct operation to solve word problems. The students translate words to mathematical symbols, then apply the four operations to maths problems. The students have been amazed at finding the number of words that can be used to identify the mathematical operation. Some of them include:  

Once we identify the correct operation or operations to help solve the problem, we then use the See, Plan, Do and Check model to understand and break down the problem. It then becomes a lot clearer and easier to solve. We have had some ‘A ha’ moments when students realise how to solve the problems successfully since they understand the process and it has become clearer.

Karin Geiger

Student Council - Academic Committee

World Maths Day was a great success at Carbrook State School. Classes had lots of fun engaging in different Maths tasks throughout the day. The Student Council Academic Committee and volunteers visited prep to run games and maths activities. The preps were very excited to have “kid teachers” joining in their lesson. They rolled dice, counted, ran, measured and laughed throughout the activities.

Carbrook was thrilled to be a part of the World Maths Day online competition. We were one of the 9007 schools from 130 countries taking part in this year’s event. That added up to a total of 308 138 students who played 2 590 505 maths games on the day! Congratulations to the top 3 winners from each cohort.

World Math's Day Gallery

Student Council - Cultural Committee

There were so many amazing entries for our poster competition. This years theme was ' Our Green City'.  Entries included drawings of animals, trees and clean Logan City spaces.   The judging panel found it difficult selecting the winners. Carbrook State School's winning entries will be entered in the Logan City Council Competition. 

Cultural Committee Gallery

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Cross Country Winners

Cross Country Winners 2022 Gallery

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Drop Off and Pick Up

Do you know your road rules? Now's your chance to prove it. 

The driver of the blue car's safely buckled up and ready to go. Are they allowed to exit the pick-up area or must they move forward in the queue? 

Need a hint?

https://www.qld.gov.au/transport/safety/rules/schools/school-zone-parking-and-pick-up

School zone parking and pick-up

School zones are areas around schools where, during certain times, reduced speed limits apply. Speed limits and drop-off, pick-up and parking rules exist to keep children, parents and carers safe and to minimise speed and traffic jams around schools.

Drop-off, pick-up and parking rules

Parking rules apply around schools, especially around school entrances.

In a school zone:

• parking restrictions may be stricter than normal
• there may be a pick-up and drop-off area where parking is not allowed—but where you can collect your children in a fast and safe way.

Parking

Schools are busy areas, where there are often lots of children—who do not always understand the danger of roads and vehicles. Make sure to take extra care when parking on school grounds and on the roads and streets around the school and follow the signed parking rules at all times.

Parking signs and markings

You should always check parking signs carefully near schools as they are often stricter than normal parking rules. The type of parking restriction, and the times that it applies, will be on the sign.

Signs and markings that you are likely to find near schools are:

• parking signs (for example, some streets near schools have 15 minute parking limits during school zone hours)
• no stopping signs
• yellow edge lines (stopping and parking is prohibited)
• no parking signs
• loading zone signs (used in pick-up or drop-off areas).

Find out more about regulatory signs.

Parking safety tips

Some schools offer the safety of parking on school grounds. However, these parks can fill up quickly. If you choose to park on the roads or streets around your children’s school:

• say goodbye to your children on the school side of the road—never get them to cross the road to their school’s entrance alone
• walk across the road and meet your children after school (never call out to them from the other side)
• try to leave home early to avoid arriving at the busiest times
• follow the directions of all signs
• park a safe distance from all crossings
• always single park (double parking causes accidents and traffic jams)
• try parking a few streets away from the school and walking with your children
• organise a car pool with other parents—to reduce the number of cars trying to park around your children’s school.

Reporting parked vehicles

If someone parks a vehicle illegally or dangerously they can be given a fine and their vehicle may be towed. You can help keep your children’s school zone safe by reporting badly parked vehicles.

Contact your council to report an illegally or dangerously parked vehicle.

Drop-off and pick-up areas

Drop-off and pick-up areas, where you can quickly set down and pick up your children, are common outside schools (always on the school side of the road). They create a safe environment for children and keep traffic moving. Drop-off and pick-up areas are signed with passenger loading zone signs or 2 minute parking signs. These signs mean you have a maximum of 2 minutes to drop off or collect your children.

How they work

There can often be queues at drop-off and pick-up areas outside schools.

When using a drop-off and pick-up area you:

• must use the area like a quick moving taxi rank
• need to move forward in the queue of vehicles to the signed area
• can get out of your vehicle to quickly help your children get in and out safely (once in the signed area)—however you must not walk away from your vehicle
• are only allowed 2 minutes in the signed area (if you take any longer you can be fined)—if your children are not ready to get straight into your vehicle at pick-up time, you will need to drive round the block and queue to enter the area again
• should only let your children out once you have pulled into the signed area (it is dangerous to let them out while waiting in a queue)
• should teach your children to look out for your vehicle and to get in quickly when you pull up
• must enter front in (never reverse).

A few drop-off and pick-up areas are monitored by a volunteer or designated staff member who:

• can help your children get into or out of your vehicle
• will make sure you only stay in the area for 2 minutes (to avoid traffic build up).

If a designated person monitors your drop-off and pick-up, you should stay in your vehicle at all times (they will help your children instead).

Advantages of drop-off and pick-up areas

Drop-off and pick-up areas help to make school zones safe because:

• children are dropped off and picked up close to the school’s entrance (so they do not need to cross any roads)
• they reduce traffic jams around the school (as parents and carers come and go faster than if they were to park and walk into the school grounds)
• younger (non-school aged) children can stay in vehicles while their older siblings are dropped off and picked up—they do not need to walk, or be pushed or carried, to the school’s entrance.

Read more about school zone speed signs and school times.

Prep B Christie McDonald

Prep B Phonics
In prep, we have been focussing on learning our letters and sounds. To help us remember the letters and sounds, we like to relate them to a hands on activity or experience. Last week, we learned about the letter w. To remember the letter w and its sound, we read the book Wombat Stew. Just like Dingo, we decided to collect some goodies to make our own wombat stew…
We went searching in the prep area and out in the wetlands for ingredients that would be good for our stew.

We came back inside and wrote our recipe about what ingredients we would use in our stew…

Then we mixed our wombat stew… the perfect addition to tonight’s dinner table 😊

2A, 2B & 1/2 Monarch Butterfly Release

3B Deidre Klatt

Year 3B writing   Students have been learning to;

- tighten tension in a narrative (story)

- use descriptive writing to put an image in the reader’s mind using noun groups (noun + adjectives) and adverbs (to give more information about the verb)

- set the mood or tone of the story

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw towering trees in a massive forest, with a crystal-clear river in the middle. I could hear the birds chirping.  Ella

As I crept towards the ledge, my knees began to shake. I slowly peered over and discovered a very spooky house. Through the window I could see a scary witch programming the rusty robot.    Elayna

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw the dangerous wolf coming! To my relief, I saw a farmer was quietly following the wolf. In his hands was a gun. Just as the wolf pounced, the farmer shot at the wolf and scared it off.   Hermione

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a huge gorilla climbing a tall tree, trying to get a bunch of bananas. He was making a lot of noise! That was what scared me.   Isla

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw the crowd of people cheering me to dive. I leapt off into a spin and splashed into the clear, deep water below.  Faith

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a reindeer dashing through the streets of a quiet town. It seemed to be pulling a sleigh that had bells up the side. Suddenly the reindeer leapt and zoomed past me, leaving a trail of sparkly dust behind it!   Amelia

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw an immense, green, alien spaceship. I felt like I was going mad! Suddenly a chubby alien opened the window and looked at my eyeballs. I was frozen with fear!   Myles

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a rhino stamping out the fire in the bush. “Amazing!” I said.    Lexie

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a giant dragon who growled, “Who’s there?” He scraped his sharp claws on the jagged rocks beside him. I kept crawling forwards to the ledge of the giant mountain and nearly fell off! The dragon turned around and saw me. He stared at me with an evil grin.    Olivia

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a big, ugly, hairy, black monster with sharp claws and big eyes. He came out of the shadows and showed me his stuffed teddy. I realised he wasn’t scary after all. We became friends. He shared his stuffed teddy with me and I let him sleep at my house.  Kelsey

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw the most legendary Pokémon in the world! I followed it and it led me to a magical rainforest that was beautiful.    Adelyn

As I crept towards the ledge, my knees began to shake. I slowly peered over and saw a great big drop down to houses and trees with spiky branches. Then I slowly crept back into my father’s arms.   Mabel

4B Chloe McKenzie and Peta Thomas

Year 4 students have access to a digital learning platform this year due to the C4S (Computers for Students) initiative. The students and teachers have embraced the challenge of digital learning and are experimenting with various modes of lesson delivery using websites and apps.

4B explored the use of QR codes within their Maths lessons. After scanning the codes, a set of instructions outlined a measurement challenge for the students to solve. This hands on and engaging approach to learning saw students working together to experiement with classroom items, problem solve and use a variety of scaled devices to measure mass totals.

4B Gallery

Brochures