This is Ryan.
Ryan is compassionate.
Every time he sees another child in sickbay, he stops to ask if they are ok and if he can help.
Ryan is sensitive and caring.
Be like Ryan.

Yesterday we were very fortunate to have Dr Kristy Goodwin, a leading Australian digital wellbeing researcher, speaker, author & media commentator, to present to our students and parents. Dr Goodwin believes in brain-based solutions to help our students thrive in a digital age. Last night during our parent evening webinar titled 'Raising Your Child in a Digital World', she brought science-backed, yet simple solutions to help parents understand healthy and sustainable digital behaviours. Dr Goodwin is a former teacher and academic and believes that digital abstinence is not the solution for children. She shared practical and realistic advice about how to best navigate our students’ digital world.

Earlier in the day, Dr Goodwin led our Year 3 and 4 students in a workshop, 'Thrive Online - Helping Students to Thrive in the Digital World by Bolstering their Digital Wellbeing'. Here’s what the session focused on:

'There’s no denying that students are now tethered to technology for significant amounts of time each day. This is having a profound impact on their physical health, mental wellbeing and learning. However, technology is a vital part of their lives - for learning, leisure and connection. This presentation equipped students with science-backed solutions they can embed into their daily lives (both at school and at home) that support their digital wellbeing. In this workshop students explored the impact of being constantly-connected and how this impacts their mental wellbeing and the micro-habits they can embed to protect themselves, the consequences of being tethered to technology on their physical health (sleep, vision, hearing and musculoskeletal health) and simple strategies to protect their health, their digital DNA and the personal and legal ramifications of what they share and disclose online, and finally realistic strategies to help them manage their time and focus when online.' (Dr Goodwin) 

Our Year 5 and 6 students participated in the workshop, 'Attention Please -  A student workshop to arm students with research-based, yet realistic strategies to manage their attention in the digital world'. Here’s what the session focused on:

'Many professionals working with students have reported a decline in their attention spans. Students learnt why attention management is the most critical 21st Century learning skill. They explored: the three reasons why students are vulnerable to digital distractions (there’s neuroscience to explain their digital infatuation); the multi-tasking myth and demonstrate what happens in students’ brains when they multi-task; the physical, psychological and cognitive costs of distraction; and practical strategies to boost focus and minimise digital distractions to improve learning and mental health.' (Dr Goodwin)

Dr Goodwin provided both our students, staff and parents with a fantastic toolkit of strategies. The whole day was truly thought-provoking, challenging and most helpful for us all, as we continue to support our children to navigate the digital world.

Today is ‘National Day of Action’. This year's theme is 'Take Action Together'. At Claremont College we take bullying very seriously and we actively seek opportunities to teach our students about the different forms of bullying, and how they can respond if they see or experience bullying. Bullying may be physical, social, cyber or verbal. It may involve racism, sexism or classism. We know how serious the impact can be on people’s lives. Claremont College does not tolerate bullying. 

Interpersonal relationships are complex. As children grow and change, shifts in friendship groups are common, with conflict being a normal part of any relationship. However, targeted and ongoing bullying behaviours are not. This week your child's grade discussed how conflict within healthy relationships differs from unhealthy bullying behaviours. It is important we focus on the ways we can all help create a safe, positive and compassionate community for everyone.

Bullying… what is it exactly? Many people think that their child may be bullied when in fact their child has just had a one-off disagreement. So here is what we teach our students:

"Bullying is more than just a fight, being mean or disliking someone. Bullying is when someone or a group of people who have more power than you, repeatedly use words of actions to hurt you. It can happen anywhere – at home, with friends, in a group, on the bus or at school." 

The national definition of bullying in Australian schools is:

"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." (Bullying No Way!) 

We explain that bullying can come in different forms, including physical, social, cyber and verbal bullying. Your child/ren is learning ways they can respond if they see or if they experience bullying. The following are some of the strategies that have been discussed with your child:

If it happens in person, try these strategies:

• Ignore them (try not to show any reaction);
• Tell them to stop and then walk away;
• Pretend you don’t care;
• Go somewhere safe;
• Get support from your friends; and
• Speak to a trusted adult. 

Remember, different things work for different types of bullying.

If it happens online, try these strategies:

• Avoid responding to the bullying;
• Block and report anyone who is bullying online;
• Protect yourself online – use privacy settings and keep records; and
• Tell a trusted adult.

If you see someone being bullied:

• Leave negative online conversations – don’t join in;
• Support others being bullied; and
• Tell a trusted adult. 

If it doesn’t stop:

• Talk to an adult (parent, teacher) who can help stop the bullying; and
• Keep asking for support until the bullying stops.

‘Bullying No Way’ advises parents that if your child talks to you about bullying:

• Listen calmly and get the full story;
• Reassure and ask your child what they want to do about it and how you can help;
• Contact your child’s Class Teacher;
• Visit www.bullynoway.gov.au to find some strategies; and
• Check in regularly with your child. 

Further reading:

Kids Helpline www.kidshelpline.com.au 1800 551 800

Headspace www.headspace.org.au 1800 650 890

Online bullying www.esafety.gov.au

Take a Stand Together is a free app that has tips and advice about bullying for young people.

The Allen Adventure is an interactive story for children to help develop social skills.

“So in everything, do to others what you would have them do to you.” Matthew 7:12

And last but definitely not least, what a wonderful day we had today! Our Infants students enjoyed sharing morning/afternoon tea with their grandparent or special friend. It was such a joy to have our very treasured visitors at school. Thank you to our families who helped make this special occasion happen. We trust that all the grandparents and special friends will enjoy the recorded virtual presentation show from the comfort of their homes. Please take a moment to read Mrs Barr’s article below on what was a lovely day today. I also draw your attention to Mr Thomas’ article, as he reflects on the impact his own grandparents have had on his life.

Wishing you all a blessed, fulfilling and wonderful weekend.

Larissa Cameron
Co-Principal

Follow us

Website: www.claremont.nsw.edu.au 
Instagram: @claremontcollege
Twitter: @claremont2031

I would like to remind you that Monday is a pupil-free day as the Claremont staff will be engaged in a full day of professional learning with one of the Challenging Learning Team who is based in Melbourne. As some of you will recall, we began working with James Nottingham (from the UK) and implementing his teaching strategies 12 years ago. James is ‘best-known for creating the Learning Pit, a world-renowned model for enhancing curiosity, determination and strategic thinking. He has been a teaching assistant, teacher and leader in schools across the 3-19 age range as well as founder of a multi-million-pound, award-winning social regeneration project to raise the aspirations and achievements of young people in north east England. In 2006, he created the company Challenging Learning, now employing 25 staff in six countries.’ 
(Ref., https://www.challenginglearning.com/james-nottingham-biography-profile-photos/ 

On Monday we are excited to have one of the Australian Challenging Learning presenters come to us, to work with our staff on various ways to challenge student learning, to help students to go further and deeper in their learning, to put students ‘in the pit’, where they are in the ‘zone of proximal learning’. 

I am looking forward to sharing more about our staff PD Day in next week’s newsletter. 

Janelle Ford
Co-Principal

Congratulations to our wider staff team, led by Joel Geering for a fantastic, calm and energising day. We thank you for your understanding that we had to make a last minute decision to keep Kindy and Year 1 at school as it was literally pouring down just before Kindergarten and Year 1 were to board the buses. We could not risk our young students running in wet, unsafe grounds and creating a potential negative first experience for them. Next year’s Cross Country event will certainly be a very special occasion for our Infants students.

Tara Barr
Acting Deputy Principal

Congratulations to our Infants Team in creating the most beautiful of days for our Kindergarten, Year 1 and Year 2 students. There were many happy tears shed watching our students perform their hearts out virtually for our special friends. These virtual presentations take hours of planning, creating and editing so thank you to our staff for going above and beyond for our school community. The link for the virtual presentation will have been emailed to parents today.

To the team of amazing P&F volunteers led by Morgan Ryan, thank you for working across the whole day so that we could hold a special morning/midday and afternoon tea for our loved ones. We simply could not have done this without you.

Mrs Tara Barr
Acting Deputy Principal

For a child, there is perhaps nothing more wonderful than seeing their Grandparents, or that certain special friend who lavished you with unconditional love and affection. Grandparents Day at Claremont always fills me with such happy feelings. I remember fondly being the apple of my Nanna’s eye. I could do no wrong, even though as a kid I had a naughty and mischievous streak. I have a smile on my face recalling the special times I had visiting Nan. We would go on outings to Roselands where I would inevitably get lost and find myself at the ‘Lost’ Children’s Counter at the shopping Centre… I even knew how to get there all by myself. My Nanna would take me for outings to the city for a grown-up lunch at the Woolworths cafeteria - where I loved the special jelly cups. Those were the days when the simple things were fabulous!

My Grandfather, ‘Smithy’ was special too. He taught me lessons in life that have stuck with me to this day. When I was a university student he was angry with me for not repaying a debt (when I finally repaid him, he gave the money straight back to me). Smithy loved gardening and he had what seemed to be the biggest vegetable patch ever. Smithy taught me about weeds, composting, bugs and pests, the seasons for planting, mowing lawns and caring for indoor plants. I have a love for gardening thanks to Smithy. It’s my favourite pastime and hobby. On my visits to Smithy’s house, he would protect me from the fierce monster that lived at the top of the garden. This monster (or was it a dragon?) had blazing red eyes. The beast bellowed smoke and breathed fire from its mouth. Smithy taught me how bravely to face and tame that monster. Those were the days when we had what were called incinerators in all of our back yards. As a small boy, always within my grandfather’s watchful eye, I could feed the monster with household waste and garbage. It was such fun! Years later (and closer to his death) when Smithy moved to Nambucca Heads, we would go on boating adventures up the smallest of river tributaries, or drive into the hinterlands exploring roads that turned into dead-end tracks in the most remote and wild banana plantations. I’m sure that my sense of adventure comes from him. These childhood memories of safety, belonging, learning about my identity and of being loved were important formative foundations for my life. When I’ve had to face other fierce monsters in my life as an adult, these are some of the things I learnt from my grandfather that have helped me to win the battles. 

My Grandparents on my father’s side were special too. I did not see them as often, but their influence in my life was none-the-less strong and important to me. Nan and Pop Thomas lived in the housing estate at the top of Bilga Crescent, Malabar. I looked forward to seeing them whenever I could because for me it brought many childhood adventures down at Little Bay. Nan and Pop lived opposite the prison and we loved hearing their stories of knocks on their door, police raids in the middle of the night, searching for an escaped prisoner. For me this was all incredibly exciting stuff. An annual highlight for me was always our annual Boxing Day visit where we would exchange gifts, perhaps see cousins and wait with great anticipation for the first of the Sydney to Hobart yachts to sail by. We would see the boats from Nan and Pop’s balcony and I would eagerly wait to beat my Pop to spot them first. I still get excited when I see the yachts every year because of this. Those times have become precious memories to me.

I could reminisce more, and it gives me sad but happy tears because all four of my grandparents are no longer with me. I lost them at a relatively young age in my early twenties. Tragically my Nan died in my house. She had a heart attack and I had to give her CPR. It was terrible and I was impacted more than words can express.

I thank God for Nan and Smithy and Nan and Pop. Each one was a legend in my eyes. I wish I knew their story more and how I wish they knew me more too. They would be so proud of what I have achieved and who I have become. We must count our blessings because every day is a gift. 

I really do believe that a grandparent’s impact on a grandchild is not just determined by the time spent together. At the end of the day, it’s not even about being a grandparent. Rather, it’s having that special person in your life who loves you for who you are… that person who thinks that you can do no wrong, where you are the apple of their eye. This is what every child needs. 

So, for all our grandparents and special friends we value and honour you. In this complex and rapidly changing world, a child needs the consistency of your love, the perspective of your faith and values, the lessons you teach about the important things in life, the story of your heritage and where you came from, and of course the cuddles, the kisses… and the treats when mum and dad aren’t watching. 

“Nobody can do for little children what grandparents do. Grandparents sort of sprinkle stardust over the lives of little children.” Alex Haley (Author)

Mr Doug Thomas
Principal

Next week’s parent workshop, on Tuesday 23 March, is for all parents who would like to know more about how to help their child at home. This will not be a one-way conversation, we want to hear from you about the successes and challenges you have so that we can learn how to help you more. We will discuss:

• Our current Home Learning Policy
• The power of feedback at home to help your child’s learning
• Preview Learning - what is it and how does it help
• Other opportunities for parent workshops with a specific focus on various Key Learning Areas. 

Please join us, by signing up through the link in the ‘Items to be Actioned’ below. I am looking forward to catching up with next Tuesday. 

Janelle Ford
Co-Principal

Please continue to be vigilant with social distancing when visiting our school. Thank you for your understanding.

Congratulations to Oliver R (Yr 3) and Valentina S (Yr 3), who received their Gold awards on Monday.

This week’s message to students:

When you are upset, do not use your hands or feet out of frustration. Instead, tell the person to stop and if they don't, seek help from a teacher.

If someone asks you to stop doing something you are doing, take notice and respect what they are asking of you. 

Larissa Cameron
Co-Principal

“Sometimes, I’m in love with my sandwich, sometimes it’s lettuce.” (Student in the Library)

Term 1 2021

Term 2 2021

Term 3 2021

Term 4 2021

The P&F are very excited to announce we are holding our first ever School Fun Run, Crazy Colour Day! 

The event will be held during school hours on Friday 30 April and will be our major fundraising event this year. 

Please keep an eye out for the sponsorship forms which will be sent home with your child. Once you have the form, you will need to help your child create a Student Profile Page at schoolfunrun.com.au. You’ll be able to access online fundraising and can win a $20,000 Ultimate Family Package! Students who raise $10 or more will receive a reward, and the more money they raise, the better the reward and the more you help our school. 

Please see the attached Parent Letter for further information.

You may also like to show your child this video to get them excited about our crazy colour Fun Run! https://youtu.be/RHhhIuRWqQA We are going to have a ball! 

Claremont College P&F

Parent Seminar #3 - Home Learning Policy + Helping Your Child at Home

Year 6 - Young Leaders Day Excursion

Term 2 Morning Skills Registration - register before 9:00am Friday 26 March - no late registrations will be accepted.

The Science and Technology syllabus develops students’ skills in thinking, investigating and problem solving. It gives them knowledge and skills in scientific investigation and inquiry, design and the application of technologies. Children learn to pose questions, test ideas, and develop and evaluate arguments based on evidence. Many students love the practical hands-on tasks that are offered through Science. Last year we introduced STEM into Stage 2 (Years 3 & 4), and this year we are expanding these programs across the whole school. We will share our STEM programs with you next term, while focussing on the Science and Technology Syllabus today.

There are many benefits of Science in education because it:

• Enhances critical thinking – sorting the sense from the nonsense;
• Cultivates a passion for learning and asking ‘why’ questions to find out more;
• Uplifts many other disciplines such as:           

     o   Mathematical skills
     o   Inquiry learning
     o   All of the Future-Smart dispositions
     o   Technology skills and technical skills
     o   English/writing presentation skills

• Holds the key to the future to:

     o   Solve many of the world’s problems
     o   Improve medical research
     o   Teach learners to be self-sufficient

(Ref., https://www.conpub.com.au/benefits-of-science-education-in-school/)

The following tips are great ways to help your child to develop scientific thinking at home. (Ref., https://www.naeyc.org/our-work/families/support-science-learning)

1. Value your child’s questions.
2. Explore and find the answers together.
3. Give children time and space to explore.
4. Accept that explorations are often messy.
5. Learn from mistakes together.
6. Invite curiosity.
7. Support further exploration.
8. Encourage children to record their observations.
9. Make good use of your electronic devices.
10. Use items you have at home to experiment and explore.

---o00o---

The following summary comes from the Science Curriculum for Kindergarten to Year 6.

The Science and Technology K–6 syllabus content is organised into Stages from Early Stage 1 to Stage 3. The outcomes are presented as:

• Skills
• Knowledge and Understanding.

The knowledge and understanding in Science and Technology K–6 are developed through the skills of Working Scientifically, and Design and Production. By the end of each Stage, students will have had opportunities to investigate scientifically and apply their knowledge and understanding in the creation of designed solutions.

The five content strands in Science and Technology K–6 are the basis for the continuum of learning for both Science Years 7–10 and Technology Mandatory Years 7–8. All five content strands are to be delivered by the end of each Stage. Content strands may be taught individually or integrated. The five content strands are:

• Living World
• Material World
• Physical World
• Earth and Space
• Digital Technologies
• Working Scientifically embedded into all strands.

Skills Focus

By the end of each Stage students should be provided with opportunities to engage with the full range of Working Scientifically, and Design and Production skills. The focus skills identified for each content strand complement the content and are a suggested focus when delivering that content. Teachers will make decisions regarding the sequence and emphasis of skills, based on the needs, abilities and prior learning of students.

Inquiry and Focus Questions

The inquiry and focus questions are included to guide and frame the syllabus content within each strand. The depth of knowledge, understanding and skills development required to fully address the inquiry and focus questions may vary. This allows for differentiation of the course content catering for the diverse needs and abilities of students. The inquiry and focus questions provided should be used as a guide when developing contextual teaching and learning experiences.

Practical Experiences

Students must undertake a range of practical experiences to develop knowledge, understanding and skills in Science and Technology. Student capability, confidence and expertise at their current stage of development are important considerations in determining the teaching and learning experiences.

Bianca Herborn and Janelle Ford, Co-Principal

Science in Kindergarten

As our world is constantly progressing and evolving, it is important to equip students with the necessary technological and digital literacy skills to flourish as 21st century learners. So far this term, the Kindergarten students have been working hard to improve our understanding of Digital Technology during Science. Each week, we have challenged students to acquire a new skill using their iPads. This has been prioritised during Science to provide students with the opportunity to access content in multiple ways as well as their understanding in multiple ways, using the tools developed in class. In the short time we have had, the Kindergarten students have learned to access Seesaw activities, change between drawing tools, move objects and edit their work.

These skills have been particularly applicable in our Science content knowledge as we begin to explore the topic of ‘Living Things’. This term, we have been looking at farm animals and discussing what they look like and what they need to survive. In Term 2, we will continue to investigate Living Things, particularly focusing on plants. We look forward to developing these skills further and providing students with opportunities to draw on their knowledge of technology to enhance their learning.

Here are some photos of our students independently accessing a Seesaw activity to label a diagram of a cow.

Mr Julian Ko, Mrs Jesse Hitchenm Miss Abby Carter, Miss Jessica King and Mrs Sally Durek 
Kindergarten Teaching Team

Science in Year 1

Year 1’s ‘Material World’ unit has allowed students to learn about and explore how materials can be changed, manipulated and combined. Our unit started with students exploring the properties of materials and how materials can be changed, through bending, stretching or twisting. As students developed their understanding of the properties of materials, they began to consider the use of materials for more specific purposes. Our most recent Science lesson saw students design and make a chair for Baby Bear, from the Goldilocks story, using only newspaper and sticky tape. Students collaborated in a group and created a chair that could be strong enough to hold Baby Bear, have somewhere for Baby Bear to sit and have a back support. 

Mrs Nicola Breakspear, Mrs Melanie Stewart, Mrs Fiona Vula, Mr Jake Smith, Mrs Carol Giles and Mrs Nicole Nunn
Year 1 Teaching Team

Science in Year 2

This term, Year 2 is focusing on ‘Water In Our World’. This unit is designed to provide opportunities for students to develop an understanding of, and appreciation for our Earth’s resources - particularly water. Through investigations, students explore how water is used, where water comes from and how to use it responsibly. 

This unit develops the literacies of science that students need to represent their understanding of science concepts, processes and skills. Representations are multi-modal and include text, tables, graphs, models, drawings and embodied forms, such as gesture and role-play.

Through investigations, gathering data and inquiry questions, students explore the water cycle, brainstorm ways to save water and use this knowledge to solve environmental challenges in our world. Some of the inquiry questions are:

• How would being without water affect you and those around you?
• What are some ways we  can conserve water?
• Explore the concept: water may be fresh, but never new
• Why does it rain more in certain places than others?
• What happens to rain when it falls?

Year 2 enjoyed applying their knowledge of water conservation to create a water saving  bathroom system for their house. There were some very original ideas! Here are some other aspects of Science they have enjoyed this term.

“I enjoyed learning about the water cycle and how it moves around our Earth. I like sharing what I know with the class.”-Louis G

“I like when we do experiments and when we made our own water cycle.” Harrison M

“It's fun to learn about how water is in our world. I like experiments too.” Esra V

“I liked creating my own water saving system on sketches on the iPad. And I liked making posters about saving water.” Sofia L

Here are some photographs of our Science learning this term.

Mrs Alanna James, Miss Deborah Tan, Mrs Susan Nicolaides and Mrs Sally Durek
Year 2 Teaching Team

Science in Year 3

This term, Year 3 has been learning about living and non-living things through a unit of work titled ‘Living World’. At the beginning of the term, students were presented with a problem:

‘How can tourists ensure that they protect themselves and our flora and fauna while visiting our country?’ 

Students began exploring this question by working through the steps of STEM (Science, Technology, Engineering & Mathematics) investigations. Year 3 were able to ask further questions to gain a deeper understanding of the problem, empathise with tourists and even begin to ‘ideate’ solutions. Students enjoyed reaching the ideation stage of their investigations, which provided them with the opportunity to create prototypes and draft solutions to assist tourists. You can see some of our work in the pictures below. 

Our Year 3 team has also been participating in STEM challenges. Later this year, our students will be getting involved in a STEM project where they will experience first-hand how Science, Technology, Engineering & Mathematics can be used to solve real-world problems. Watch this space for more updates about this project. In the meantime, Year 3 students have been working hard to develop their ‘Working Scientifically’ skills to be diligent investigators. In the picture below, you can see our Year 3 students using a branching key as a tool to help them formulate more targeted questions to identify and classify living things.

Mr Darren Oen, Mrs Adelaide Marquet, Mrs Michelle Parker and Miss Sinead Kelly
Year 3 Teaching Team

Science in Year 4

It’s heating up in Year 4! Our ‘Material World’ unit this term focuses on states of matter and the effects and changes that heat can make to solids, liquids and gases. This unit provides opportunities for students to develop an understanding of the properties of the states of matter and how they relate to their use. Through investigations, the students explore how to test the properties of materials fairly and how to use this knowledge to choose materials wisely. They develop and showcase their understanding of all areas of states of matter, including how materials can change from one state to another, through a range of practical enquiries.

Year 4 students are actively engaged in STEM activities. STEM is an approach to learning and development that integrates the areas of Science, Technology, Engineering and Mathematics. Through STEM, students develop key skills such as: problem solving, critical thinking and collaboration. These activities involve STEM challenges as well as coding spheros on the students’ iPads. A curriculum that is STEM-based has real-life situations to help the students learn. STEM activities provide hands-on and minds-on lessons for the students. Making Mathematics and Science both fun and interesting helps the student to do much more than just learn.

Miss Hannah Mackay, Mrs Bianca Herborn, Miss Sinead Kelly and Miss Yasmin Campbell
Year 4 Teaching Team

Science in Year 5

The force is with us in Year 5! 

During this term, our young scientists have been exploring the different forces that are all around them. Specifically, students have been exploring the difference between contact and non-contact forces and how energy is transformed from one form to another. Students have developed their abilities to design, test and evaluate how a force, push or pull, acts on an object.

Students were recently challenged to not eat a bag of delicious marshmallows but instead design and build catapults to launch these small bundles of whipped sugar across the classroom. Students were able to explore first hand how tension and elasticity act together to launch a marshmallow.

This week, students explored buoyancy in their home learning as a pre learning task for their science lesson.  Students investigated why some items float and others sink. They even investigated why sharks don’t sink. These hands-on learning and research tasks will soon be on display in the office foyer.

Ms Rachel Shiels, Miss Louise Ireland, Mrs Nicola Breakspear, Mrs Speranza and Miss Yasmin Campbell
Year 5 Teaching Team 

Energy in Year 6 & our electricity project showcase

This term, Year 6 has had an ‘electrifying’ experience investigating both energy sources and energy transformations. Students first discovered the wide variety of renewable energy sources, comparing these with non-renewable energy sources such as fossil fuels. Wind, solar and even geothermal energy were discussed as viable solutions to supply our ever expanding world the energy and in turn, electricity it requires daily.

We then began our focus on transformations of energy, working with circuits and understanding how energy can be transformed throughout its journey from battery to lightbulb. An exciting aspect of Year 6 is the larger take home projects students experience, with one of these being the Electricity Project. This project requires students to demonstrate their understanding of energy transformations and for them to showcase their knowledge through a creative project which demonstrates one of these transformations. A variety of transformations are being illustrated through these projects, with students creating projects that showcase solar energy, chemical energy and hydroelectric energy being transformed into electrical energy.

On Friday Week 9, 26 March, Year 6 will be showing these projects to other students throughout the school in a COVID safe environment. It is very exciting to also be able to invite Year 6 parents into our learning space to admire the students' creations. To abide by current restrictions and recommendations, we ask parents to please book into one of the three time slots available on Friday afternoon. Each of the three time slots available run for 20 minutes, where you will have the opportunity to admire the students hard work and original creations. To allow for all students to have a parent view their work, please only book for one parent per each child. Due to social distancing, we ask that at the end of your time slot, you please leave the Year 6 learning space for the next group to come through. There may be instances where we ask parents to wait outside or across the road for other parents to leave the learning space before entering. We appreciate your understanding with this and are looking forward to seeing you all next Friday! 

Book HERE

Mr Angus Ryan, Miss Sophie Valdeck, Mrs Lisa Speranza and Miss Sinead Kelly
Year 6 Teaching Team

New Books for the Collection

Nonfiction Title

What do submarine telescopes, dishwashers and lifeboats have in common? They were all invented by women!

This book takes the reader on a journey through time to read all about a collection of amazing inventions and the exceptional women who thought of them. 

Fiction Title

This is book 7 in the popular Kensy and Max series from best selling author Jacqueline Harvey. After winning the National STEM Championships, Kensy, Max and a team of students from London are ready to compete for the international trophy in Singapore. It turns out that Singapore is rife with mysteries and the twins embark on another exciting adventure!

Mrs Susan Kesur
Library Assistant

Key Dates

Important Dates for Term 1

IPSHA Cross Country Carnival
Saturday 27 March

Cross Country Carnival

The much anticipated Cross Country Carnival was a great success and fun filled day for those students in 2-6 who attended. The nerves had been building for weeks and chatter about the race had been buzzing in the playground for weeks. It was so great to see so many students keen to compete and push themselves to achieve their best, even if they didn’t have a background in running.

There were some great results on the day, including a new course record for the 11 girls set by Lola U. 

Thank you to all the parent helpers who volunteered to assist on the day for your flexibility on the day and willingness to help make the day a great day for the students. Please see some photos from the day and age champion results below: 

Claremont Cross Country Champions

Ipsha Cross country carnival

The IPSHA Cross Country Carnival will take place on Saturday 27 March 8am-12:30pm at the King’s School, North Parramatta. There are 5 representatives for each age group. The 8/9 is a combined age group so the top 5 times overall from the carnival for both age groups progress to IPSHA.  The list of students that will represent Claremont at the Carnival is attached. Parents of these students will be emailed more information about the day.

IPSHA Cross Country Team

Term 2 Morning Skills

Term 2 Sport information and registration form have been made available on the Claremont app. Please remember to register online for all morning activities as soon as possible to avoid disappointment as some sports have limited positions. 

For billing purposes, registrations will close at 9:00am on Friday 26 March. Please note - no late registrations will be accepted. 

Programs commence from Week 2, Term 2 

Monday: Year 3-6 Tennis (Eastern Suburbs Tennis Centre), K-2 Judo (Claremont hall @ lunchtime)
Tuesday: Year 1-2 Tennis
Wednesday: Year 3-6 Athletics (Grant Reserve)
Thursday: Year K-2 Dance (hip hop), Year 3-6 Basketball
Friday: Year K-2 Football (soccer)

Term 2 Sport Skills Information Booklet

Mr Joel Geering
Sports Coordinator

TeamKids will be open on Monday 22 March for the Pupil Free Day. If you need to book in, please contact Customer Service or book via the portal. 

School holidays are just around the corner. TeamKids has a wonderful mix of incursions, excursions and in-house days planned that promise to keep the kids happy, engaged and having fun. Download the Autumn Timetable here.

TeamKids Newsletter - Term 1 Week 8

GET READY FOR WINTER

Ranier Winter Flyer

The Uniform Shop is run by Ranier on the school premises during school terms on the following days: 

Monday: 2:30pm-5:30pm (PLEASE NOTE THE CHANGE OF OPENING TIME)

Wednesday: 8:00am-11:00am

Methods of Payment: Cash, EFTPOS, MasterCard and Visa.

For new students, fittings are by appointment. Simply book online at www.shop.ranier.com.au

The Uniform Shop is located within the main body of the School. Please access the Uniform Shop via Coogee Bay Road lower side gate.

CONTACT

Phone: 9213 0720
Email: claremont@ranier.com.au
Responses will be provided during opening hours.

Note: The website can answer most of your questions at www.shop.ranier.com.au

For more immediate assistance, head office details are:
Online: ranier.com.au/contact
Email: custservice@ranier.com.au
Phone: 02 8337 7290

We have a thriving art community after school on a Monday, Wednesday and Thursday. Take a look at our class artworks at Instagram.com/artisanathomeworkshops. In Term 2, our theme will be on Animals and The Ocean. Our Art Educators have extensive experience with art, craft and teaching young artists. Monday’s class has Art and Craft combined for our younger students; Wednesday’s class caters for students with a little more experience. Thursday’s lessons are focussed on Drawing skills with weekly projects and challenges. Feel free to contact us on 0403377420 if you have any questions.

Art Class Dates:

• Term 2 will begin in Week 2 and end in Week 9 (Monday class ends in Week 8 due to a public holiday)
• Enrolments can be completed online using this link  https://artisanathome.com.au/collections/afterschool
• Each class is limited to 10, so they do fill up quickly. We accept the NSW Creative vouchers, just select the version that is $100 cheaper and is labelled ‘With Voucher’.

Our vision is that we inspire creativity to those around us, by engaging all our senses, trying new materials and skills and building on each student’s passion. We love sharing the creative journey as a community. 

From the team at Artisan at Home,
Phi Morton, Shallal Bader & Dani Hillier
PLAY | LOVE | SHARE
www.artisanathome.com.au 

Chess Coaching Term 2 Enrolment Form