In the midst of continued changes and uncertainty it is great that some of the changes have become highlights and special moments. Our filming earlier this week of each grade’s concert/dance item was not just a success but a special experience for the children. This opportunity is one that would not have happened without COVID as it was a creative idea in response to the challenge of not being able to perform on a stage. The children did a brilliant job and we really can’t wait until our ‘concert’ for 2020 is launched in its virtual form. Thank you so much to the creative efforts of the staff, especially Mrs Barr and Mr Geering, and the P&F and many parent helpers. Please check the school website gallery for more images.

After writing last week’s newsletter I was hoping that this week might be a COVID-19 free edition. However, (is anything a surprise anymore?) this week the State Government (outlined in a 38 page document) has placed further restrictions on schools. The good majority of these measures have already been implemented at Claremont College across Term 3 but it is important and necessary that we provide a brief snapshot of what has been mandated, with specific emphasis on what applies to the context of our school. 

So, what is expected?

(Below are some excerpts from the 38 page document.)

Principals must ensure that all users of school facilities and visitors to the school site are aware of the physical distancing, health and hygiene measures required by the school and receive written confirmation of this understanding.

Strict visitor guidelines are to be enforced and the school is to ensure these guidelines are communicated and signed by each visitor.

Non-essential visitors to schools are not permitted on school grounds or at school events. This includes parents and carers except for face-to-face parent/teacher meetings that are deemed essential (e.g. to discuss disciplinary or other welfare matters) and cannot be held by telephone, Zoom or other technology. Parent helpers, P&F meetings, fundraisers, working bees and other gatherings are not permitted.

Staff must not attend work if they are unwell. This includes minor flu-like symptoms. If a staff member becomes unwell while at school they should leave immediately and not return until they have a negative COVID-19 test and are symptom free.

Parents/carers must be reminded regularly that students must not come to school if they are unwell. Even with very mild symptoms.

Teachers should be vigilant in recognising if any students are exhibiting flu-like symptoms during teaching and learning activities. Where identified, teachers and staff must refer the student to the sick bay or other appropriate area where they can be isolated and the school must arrange for the parent or carer to take the student home.

If a student has been absent due to flu-like illness or develops flu-like symptoms while at school, they are not to return to school until they have a negative COVID-19 test and are symptom free.

The negative COVID-19 test result must be sighted and received by the school for both students and staff members before their return to school.

Schools should encourage the immediate COVID-19 testing for any student or staff member identified as being unwell.

Claremont students can daily access Off Campus Learning, if they are absent for minor cold/flu symptoms or other precautionary measures (for example, if a sibling or family member is at home for contact tracing). If students are away from school because they are unwell, there is no expectation that they complete school work. It is important that unwell students rest and get better.

If parents believe that their child has a condition which means that it is not safe for them to return to school, they will need to provide a medical certificate. These are likely to be children that are at higher risk of severe illness if they contracted COVID-19.

Schools should encourage these families to speak with their doctor or health care provider to develop a COVID-19 Action Plan to support decision making about their activities, including attendance at school.

Students in a higher risk group can return to school with the written support of their health care provider.

Please note, students who are residing with a family member who is identified as being at higher risk should attend school unless a medical practitioner advises otherwise. The parent or carer should provide written confirmation from the treating health professional that the student is unable to attend school and for what period of time.

The physical distancing of children in schools is not required by the AHPPC guidelines.

Schools must strongly and regularly promote to all staff the need to remain vigilant with physical distancing while at school and when in the community to minimise the risk of transmission of COVID- 19 in our schools. When physical distancing is combined with good personal hygiene, the spread of illness and infection can be slowed. Staff should exercise good personal hygiene and cleanliness including around staff spaces and shared usage areas.

All staff and permitted visitors must maintain physical distance from each other (1.5m). Schools should limit the number of staff in common spaces and staffrooms and avoid shared items as much as possible.

Schools should ensure school pick up and drop off arrangements enable parents to physically distance from one another and from staff. Schools should consider strategies to avoid large congregations during school pick up and drop offs.

The current AHPPC guidelines do not require schools to conduct widespread temperature screening or for anyone to wear masks. At Claremont, however, we will continue to screen the temperature of all students, staff and visitors on arrival as an additional precautionary measure. Similarly, face masks should be worn by any individual if it helps him/her to feel more comfortable.

Schools must remain vigilant in applying infection control and personal hygiene practices while at school. Schools must continue to promote and encourage regular washing of hands, exclusion of any staff and students who are unwell, avoiding the sharing of food and personal items and cleaning of any shared items such as musical instruments, learning and sporting equipment between uses.

Students should continue to bring water bottles from home to fill at water bubblers rather than drink directly from the bubbler.

School choirs, chants and woodwind instruments are no longer permitted. Therefore, our school choir and band will cease until further notice.

Schools must not travel outside of their local community area or zone for all interschool activities. Excursions are currently not permitted except for outdoor field trips.

Inter school sport, debating, chess and other competitions are not permitted until further notice.

We have been instructed to put all camps, formals and other events on hold until the middle of Term 4. We hope that our Year 3-6 camps and especially the Year 6 Valedictory Dinner can continue, given that these are such highlights for the children. It would be so disappointing for these to be cancelled.

We will continue to bill parents for these Term 4 activities and we will of course, provide refunds/credits to your billings moving into Term 1 2021, if events are cancelled.

Just yesterday, I was informed by UNSW that our Speech Day is unable to go ahead, and that the venue is closed until the end of the year. With this disappointing news we will now start to plan for an experience of students, staff and parents that is special and provides us with the opportunity to celebrate and reflect on the achievements and highlights of 2020 - what a year it has been.

Last week I wrote;

I sense a number of students becoming rather emotional and sensitive at the moment. I’m sure that this period in time is confusing for the children in many ways. So often, they do not know how to express their feelings, worries and fears. I do think that we should ever underestimate the impact this whole situation has on children, especially when their rhythms and routines are interrupted. This, coupled with the loss and disappointment that comes with changes and the cancellation of the activities and events they love to do, makes for an unsettling time. The degree of flexibility, resilience and grit that the children are demonstrating at this time is truly remarkable. We must remember to make sure that we take time to listen to them, to really ‘hear’ their thoughts and feelings and validate their reactions, instead of ‘brushing them off’ or going straight into solution mode. Children are also watching and listening to our actions and words. Our responses to challenging situations models behaviours for our children and so our reactions will become their responses in the future.

If children feel safe, secure, valued and loved, they will cope, and in their own way, will be able to navigate the uncertainty of this season. Our students are in the right place, here at Claremont, they are safe, secure, valued and loved.

This point is what really is on my mind at the moment, because it is such an important consideration for us as educators, parents and as a community. We must follow government restrictions whether we agree, disagree, are frustrated, or annoyed at the many apparent inconsistencies in recommendations. These impact us all, and they especially impact children (of all ages). Our mental health and wellbeing, along with family strength and resilience, must remain our present priority. My prayers are with each of our families, for your teenage siblings and especially for your kids (many who are ex-Claremont students) who are presently sitting trial HSC exams.

Please reach out to me, our well-being supports or others, if you need support, help or guidance. There is always someone to talk to here in our school community. You are never imposing, and we are never too busy.

wellbeing@claremont.nsw.edu.au - Our School Counsellor, Miss Catherine McKersie will confidentially receive and respond to your email.

kc.rochester@claremont.nsw.edu.au - My PA Mrs Kathy-Clare Rochester, will pass on your correspondence directly to me.

Another way to look after yourself and each other is to register for this great wellbeing initiative. Keep reading for further details.

I cannot thank you enough at the moment. To our parents, your words of appreciation and encouragement mean so much to me personally, and also to each member of the staff team. I appreciate the respect you show us by following our requests and complying with the restrictions that have been placed on our school. Because of this you are certainly helping me, and my team to stay strong, to move forward with confidence, purpose and clarity for what is most important for the children and our school.

Doug Thomas         
Principal

  Follow me @DougJThomas

There are an increasing number of parents driving up Judge Lane to join the car line in Judge Street, and therefore jumping the queue. This is disrespectful to others who are waiting patiently for their turn, and by doing this you are saying to others that your time is more valuable than their time... is this what you want to convey?

Also it is not appropriate or safe to let your children out of the car in Judge Lane, please do not do this.

And a friendly reminder to parents... please do not stop in no stopping zones, specifically the corner of the Don Juan Avenue and Coogee Bay Road intersection. It is very difficult to see at the best of times, but when someone is parking on the corner there it is almost impossible for those coming out of Don Juan Avenue to see anything and it is quite dangerous if you need to enter Coogee Bay Rd.

If yes would you consider being on a 'register' of translators within our school community? 

We have had a small number of children and families where English is their second language, however over the past few years this number has increased and we would like to be able to support all of these families. Being able to speak another language is a wonderful lifelong skill and one that we want to encourage and celebrate. It is also important for us to be confident that we are communicating with all of our families so this is where you come in.

Once we have developed the register we would put you in contact with a family who would like your support, or if a teacher (or other member of staff) feels we need your help to communicate with a particular family. We anticipate the times of most need could be:

• Parent/Teacher Meetings;
• Emergency messages to and from the school (because of COVID these are more likely); and
• Other important messages that would connect a family to the parent community.

Mrs Rochester (the Principal's PA) will maintain this register, and therefore will be able to put families in contact with each other as a need arises.  Please contact Mrs Rochester via kc.rochester@claremont.nsw.edu.au to let her know the other language you are fluent in and that you would be willing to support other Claremont families in this way.

Thank you for considering to be involved in this school community initiative.

Janelle Ford
Deputy Principal

This year has certainly been one that we will always remember. For many Claremont families, it has been an incredibly challenging time. And for most of us this year has been a time of loss. Whether it has been loss of finances, loss of freedom, loss of work or even loss of our usual routines, it has proven difficult in a whole range of ways. Our usual ways of connecting have been changed and this in itself presents challenges. We know the need to reach out to each other is important, and how as a community, we can care for one another in times of crisis. As a school, we would like to provide an opportunity for our parents to gather together on Zoom, for a special evening to hear and learn ways we can help our community. Thank you to Sally Felton (Ben Y3 and Ella K) and to Catherine McKersie, our School Counsellor, for helping to make this happen.

So who is our guest speaker?

Dr Sarah Wayland is a social worker and mental health researcher from the University of Sydney. She is a mum of 2 and a stepmum of 2 more and has an interest in ways that we can better support individuals and families during times of crisis. She speaks regularly to the media and writes for Mindfood, SBS Life, ABC Life and The Conversation. This session will provide an opportunity to explore ways that we can build community within our homes and our schools when so much of the world is confusing to both ourselves and the young people we care for. 

I encourage you to read Sally Felton's article in the P&F newsletter on the event details. As a school we are aware that some families are doing it tough financially right now, and so we would like to offer tickets at no charge. Please spread the word, encourage your Claremont friends and your partner to secure a ticket. Let's all continue to learn about ways to care for ourselves and for others during this time.

Be Respectful

How do you come across when you say something? Do you sound polite? Respectful? Assertive? Aggressive? Negative? Positive? Open to other's ideas? Encouraging? Be aware of how you communicate to others. Are you proud of yourself with how you come across? 

Larissa Cameron
Deputy Principal

Do's and Don'ts - COVID Reminder for Parents

• Please don't send your child to school if you have medicated them in the morning prior to school - MASKING SYMPTOMS CAN BE POTENTIALLY DANGEROUS! This is inconsiderate to the safety and wellbeing of staff, students and the greater community. 
• Please don't send your child to school if they were sick during the night. A virus does not usually disappear within 12 hours.
• Please don't send your child to school with cold and flu symptoms. If they infect other students in their class with even a simple rhinovirus, then more kids/ staff will be subjected to COVID-19 testing. This includes a cough, a runny nose, persistent headaches, fevers. Remembering that COVID-19 may be present without a fever.
• Please don't send your child to school to 'see how they will go'. Your child may be infectious the entire time that they are here. 
• Please don't send your child to school and tell them you can pick them up later if they aren't feeling well - this sends a clear message to them that they will come to the sick bay and be sent home. If they are even the slightest bit unwell, they should be kept at home.
• Please don't ask your child to be untruthful to our staff about how they are feeling medically - if children are unwell, we wish to assess them and identify the need for them to go home. 
• Please don't ask your child to tell our staff that they have had a COVID-19 test, if they haven't - providing false medical information that could potentially infect others at school is medicolegally irresponsible and not helpful at all.
• Please don't send siblings to school if another one of your children is sick - this allows the spread of germs and infects a potentially greater number of students/ staff
• If your child is being COVID-19 tested, it is Claremont College school policy for siblings to remain at home until a negative COVID-19 result returns - If child 1 is at home and the COVID test returns positive, child 2/3/4 are at risk of spreading the virus to the rest of the students/staff that they are in contact with. 
• Please do not send your child to school if their sibling has been at another school with a confirmed COVID-19 presentation until ALL contact tracing has been completed. Please communicate with us, as you receive any updates from the other school, as this will assist us to inform our school community.
• Please do not send your child to school after they have been off sick unless you communicate with the school first - keeping everyone safe and understanding each individual reason for absences is a full time task and we appreciate your assistance.

THANK YOU to the Parents and Families that keep their children at home while sick. We appreciate this!

THANK YOU for understanding and adhering to the policies and procedures that we have in place to protect your children and the greater community including your elderly family members and those who may be immuno-compromised, against COVID-19. We appreciate this. 

THANK YOU for being patient and kind as we navigate our way through this pandemic, making alterations in a frequently changing environment. We appreciate this.

THANK YOU for being polite to our staff, who are here to educate and care for your child and their safety. We do appreciate this. 

THANK YOU to the many of you who email your words of support and encouragement.  It is really appreciated.

Mrs Sallie Neville (School Nurse), Mrs Maree Lee and the Office Team

Due to the financial challenges of COVID-19 a small number of parents who had initially enrolled for Kindergarten in 2021 have had to withdraw their application. This, coupled with some deferments to 2022, and a smaller number of siblings than usual, means that we now have some vacancies. Many people in our community often do not submit applications to Claremont because they often think they don’t have a chance for their child getting a place. We seek your help in getting the word out that vacancies do exist. If you have a child at preschool, please tell others. Application forms are available on our website, or contact Kathy-Clare Rochester, kc.rochester@claremont.nsw.edu.au for further information.

We would like to remind parents that a full term’s notice in writing to the Principal is required before terminating a student's enrolment.  In the event of failure to provide the required notice of withdrawal, a charge equal to 100% of the applicable term’s school fees will become payable, including all outstanding fees and charges, in addition to fees and charges payable in respect to the entire current term.

The following events are scheduled for Terms 3 and 4 and will proceed depending on advice from the Australian Government, NSW Health and the Department of Education in accordance with the current COVID 19 situation.

Term 3

Term 4

Year 5 - Excursion to Royal National Park - 1 September - permission via Parent Portal/ App

Concert update

And that's a wrap!

What a wonderful week we had. The weather was beautiful and we danced our little hearts out! Thank you so much to our wonderful teachers who have had such a busy start to the term and helped to make this happen. Thank you parents for getting costumes together last minute, they looked AMAZING on the day so I can’t wait to see it all on screen. Costumes have now been sent home and the school uniform should be worn as normal next week. Sport/PE will return to normal, please see Sport@Claremont below.

A very special mention to Melisse Lee, our P&F President and parent superstar, who helped coordinate costumes, introduced us to our videographer and basically was our knight in shining armour making everything happen. It is a lot more achievable to pull off a project like this when we can collaborate with our parent community! 

Thank you also to Emma Laurence who has been a busy bee creating our logo for the movie ‘Into the unknown’. Thank you for your talent in capturing our story through imagery.

Normally we would get to thank our creatives ‘on the night’ but instead we say thank you to Dale our choreographer and Troy our videographer. Working with Dale is always such a pleasure, I’m sure you have heard much about her. It is amazing what she can create! COVID what? We have worked around the restrictions to create something that is perhaps even better than our usual performance. Now we will edit/fine tune behind the scenes until we are ready to unveil the masterpiece that is ‘Into the unknown 2020’.

Singing Auditions

We are still working our way through a LOT of video clips and various footage of singing and acting. This will take a few weeks.

We asked some children to do some extra filming to enhance what they sent in for singing. If your child has not been approached to send anything in so far, at this stage consider that we have finished any singing (also due to Government requirements). Thank you for putting the time into sending an audition clip. We were very impressed with the material. Although you (your child)  may not be what we were looking for this time around, it is a learning experience. You will get more and more confident every time you do this! We are very proud of you for taking a risk and sending a video clip. It is not nice news to know your audition has not been successful, but it is about how we deal with disappointment that makes us resilient. Well done for trying and having fun. That is what it is all about! 

Year 5/6 Acting Auditions

Thank you for sending in a video clip to t.barr@claremont.nsw.edu.au and t.knoll@claremont.nsw.edu.au. We will be reviewing these next week and will announce the next steps when we are ready. We have been very entertained with the creativity of what has been sent in so far. We are also very impressed with the maturity shown by students who had trouble sending the clips and figured out alternative ways of making sure we saw their audition. We will most likely be filming these scenes during lunchtimes so listen out for announcements for the next stage of the concert. 

Choir

Unfortunately due to Government restrictions, choir will not continue for the rest of Term 3. We are lucky that we recorded our video (and rushed to the finish line to record some audio) before these restrictions set in. The finished product for the concert will not be everything we had hoped, but we managed to record something and so we are very grateful. 

Thank you for supporting the choir program. Throughout lockdown we still managed to sing in our homes through Zoom, at school, in the garden, and I am proud that we managed to stay singing as long as we did (in a safe set up). I never imagined a world where singing would be stopped. It connects us, soothes our soul, helps us to express our emotions… but safety comes first at the moment. Keep singing in the shower and with that hairbrush in front of the mirror. No-one has stopped anyone from singing solo!  

I will endeavour to find other ways for us all to enjoy music, just you wait... listening and appreciating music, performing and composing awaits. 

Mrs Tara Barr
Music Teacher/Events Coordinator

Kindy Concert Performance

What a wonderful week we have had in Kindergarten! After lots of practising and preparing for our school concert, we were very excited to film our dance. The Kindergarten dance is themed around the concept of ‘Love’. It has been fantastic to see all the students embrace this theme together. We were so proud of each student for trying their best and for many, trying something new. Kindergarten students felt very special, dressing up in their costumes and smiling for the camera.

Kindergarten can't wait for the concert this year and to be able to watch themselves perform.

The Kindy Team

Dance

In dance, Year 1 have been busy rehearsing our concert piece with Dale Pope, who is a highly respected dance teacher who has choreographed Claremont concerts for many years. Meanwhile behind the scenes the costumes and props have been taking shape, with a huge thankyou to Mrs Robinson and Mrs Nunn for all of their help. On Tuesday afternoon all of the rehearsing and behind the scenes preparation culminated in a very cute filming session where students wore their ‘Sunday Best’. Year 1 students had a great time filming and performing for one another and transforming their bodies into elements of a house.

We liked that we were able to film the dance so we could still perform it for an audience during coronavirus. Juliette F and Cooper S 

I liked dancing together as a class and transforming something. Rosie R 

I liked challenging myself by doing the dance in front of my peers. Finlay P

The Year 1 Team

Year 2 - Fluency in Reading Groups

Last week we wrote about the importance of Phonics. This week we want to share with you one of the most popular activities in Guided Reading…. Fluency!

Practising fluency is beneficial for students development of reading speed, accuracy, expression and self confidence. This term we have been reading through plays from Readers Theatre.

The plays we have been looking at are Three Little Pigs, Jack and the Beanstalk, Little Red Riding Hood and Mrs Wishy Washy.

The children were overcome with excitement deciding what characters they would be, and the different voices that they would use when sharing aloud. They used great expression and enthusiasm when taking on their character. We read the play several times to give each of the children a growth of confidence in their reading. There was lots of laughter and fun during this time. 

It certainly was a joyful time for all.

The Year 2 Team

Reading in Year 3

Learning to read and reading to learn are incredibly important and complex skills and processes that take time to develop. Therefore, it is no surprise that one of the most common parent questions relates to reading. For this reason, we thought that it would be a great opportunity to share how our Guided Reading Program is structured in Year 3. 

During the week, the students participate in two guided reading sessions. 

In the first session, students learn and apply specific comprehension strategies. In this lesson, students receive teacher led and explicit modelling of the strategy in question. Then, they are provided with an opportunity to practice the strategy with a differentiated text. This term in our comprehension lessons, we are explicitly focusing on two strategies - ‘scanning and skimming’ and ‘inferencing’. Skimming is reading rapidly in order to get a general overview of the material. Scanning is reading rapidly in order to find specific facts. Making inferences is a comprehension strategy used by proficient readers to “read between the lines,” make connections, and draw conclusions about the text's meaning and purpose.

In the second Guided Reading session, students choose a differentiated text that has been set for them on Studyladder. They read the text and answer the comprehension questions. We particularly enjoy the fact that the students are given instant feedback and they can see if they have answered the questions correctly or incorrectly.

Following this activity, they practise reading the same text a number of times with fluency, accuracy and expression, before uploading a recording of themselves reading aloud on Seesaw. They use a ‘Reading Aloud Checklist’ to assess their own progress each week as they listen back to their recording and a teacher will also listen to their work in order to provide verbal feedback. In addition to the activities outlined, a small group of students receive explicit decoding instruction in order to strengthen their ability to read a text with greater ease and accuracy. 

Something new this term is DEAR. (Drop Everything And Read). Most days after lunch, students spend 10 minutes reading either a book they brought from home or borrowed from the library. Students love this activity and have enjoyed sharing their favourite book and/or author with others. 

To support your child at home, you can encourage them to practise their strategies and skills by reading each night. We love to acknowledge students with their effort by rewarding them with an ice-cream party at the end of the term. Students are encouraged to fill in their ‘home reading challenge’ booklets each night, for 40 nights. We look forward to continuing to develop the students’ confidence and love for reading!

The Year 3 Team

NAPLAN In-School Practice Tests 2020

It has been recommended by NESA (NSW Education Standards Authority) that the current Year 3 and Year 5 (and Year 7 and Year 9) students participate in in-school practice tests so that they have the experience of sitting for external exams. The Year 3 and Year 5 teachers will support the students through practice tests in Week 5, and then the in-school tests will be in Week 6 (refer to Upcoming Events above) in the same format as they would have been had they gone ahead in May. The tests will be marked on-site and a summary of your child’s results will be sent home as soon as these are available, preferably not 4 months later as is normal for formal NAPLAN Tests.

We will obviously use the data from these assessments to inform our ongoing teaching however, please remember that NAPLAN assessments are just one small part of the suite of assessments we use throughout the year, including formal, informal, diagnostic, summative and formative assessments, many of which are on a daily basis.

If you have any questions please do not hesitate to contact me though office@claremont.nsw.edu.au.

Janelle Ford
Deputy Principal

Science Experiments

This term, Year 4 has been learning all about the forces around them. They have been completing a series of experiments to understand gravity, air resistance and friction. This week students were given the challenge... to manipulate these forces and pop a balloon with a thumb tack without touching the balloon or the thumb tack directly.

Some of the things the students could be heard saying were:

• The air resistance with the balloon at the front of the car was too much so we had to swap the pin and the balloon around and have the pin on the car. The gravity helped the pin pop the balloon.
• My idea didn’t work at the beginning and we needed to change it to get the balloon to pop.
• The balloon fell to the ground faster because we put marbles in the middle of the balloon and then gravity pulled it to the pin and popped the balloon.
• I tried out my first idea at home and it didn’t work so we changed it here at school.
• My ramp angle wasn’t enough to get the speed of the car to pop the balloon. We changed the angle it worked.
• Ours didn’t have much air resistance because it was a tack and pen.
• At the top of the ramp my car has lots of potential energy. 

The Year 4 Team

Year 5 - Science 

Grip or Slip?! A Friction Experiment

In Science we are focussing on the difference between contact and non-contact forces and how energy is transformed from one form to another. This week, our focus was friction and the students had the opportunity to design, test and evaluate an experiment on friction. They discovered that a friction force is the force exerted by a surface as an object moves across it. The students worked in small groups to conduct the experiment using a variety of materials and variables. A weighted shoe was pulled across a variety of surfaces to investigate the friction of the surfaces.

We had to test the friction of a shoe by putting a weight in the shoe and dragging it along to different surfaces. I learnt that rougher surfaces have more friction than something smoother. Our group predicted that the grass would have the most friction and we were correct. 
Hannah N 

We had to pull a shoe across a surface to find out which surface had the most friction. I discovered that the couch had the most friction. I enjoyed making predictions before the experiment and seeing if I was right at the end. Henry M 

I learnt that the couch had the most friction out of all the surfaces and the shoe didn’t move well. The materials we used were a shoe, a water bottle, tape and an elastic band. We graphed the results using a column graph and it was clear that the couch had the most from the graph.  Archie M

 The Year 5 Team

NAPLAN In-School Practice Tests 2020

It has been recommended by NESA (NSW Education Standards Authority) that the current Year 3 and Year 5 (and Year 7 and Year 9) students participate in in-school practice tests so that they have the experience of sitting for external exams.  The Year 3 and Year 5 teachers will support the students through practice tests in Week 5, and then the in-school tests will be in Week 6 (refer to Upcoming Events above) in the same format as they would have been had they gone ahead in May. The tests will be marked on-site and a summary of your child’s results will be sent home as soon as these are available, preferably not 4 months later as is normal for formal NAPLAN Tests. 

We will obviously use the data from these assessments to inform our ongoing teaching however, please remember that NAPLAN assessments are just one small part of the suite of assessments we use throughout the year, including formal, informal, diagnostic, summative and formative assessments, many of which are on a daily basis.

If you have any questions please do not hesitate to contact me though office@claremont.nsw.edu.au

Janelle Ford
Deputy Principal

Empathy - the ability to understand and share the feelings of another

In Year 6 we have been reading the book ‘Parvana’ by Deborah Ellis.

Parvana is a young girl growing up in Afghanistan. The book is both exciting and touching, telling the story of Parvana’s courage in the face of overwhelming fear.

Miss King interviewed some Year 6 students about the book. 

What was the most interesting thing you learned from the book?

Chloe T:  That the Taliban punished educated men who went to college in other countries.

Joe M: That the Taliban invaded Afghanistan

Kaiya H: When Shazia and Parvana went to the soccer game some things happened that were not nice. 

Amos W: The most interesting thing about the book is that the Taliban are still here today and giving out punishments to people who rebel against the rules.

Which characters would you like to meet in real life & why?

Chloe T: I would love to meet Nooria. Even though she wasn’t the most polite character, I’d just want to hear how she interpreted the story 

Joe M: The character who sells bones, so I could ask him what he did with the bones.

Kaiya H: Parvana, because I would like to hear about her adventures and her life.

Amos W: I would like to meet one of the Talibs and ask why they are ruling over Afghanistan.

Why do you think the author Deborah Ellis wrote the book?

Chloe T: When I researched about her life, I found out that she loved to travel the world and help refugees in Afghanistan, which inspired the story. 

Joe M: To help make people more aware of refugees. 

Kaiya H: To show the readers what is happening in the world around us. 

Amos W: I think the reason Deborah Ellis wrote Parvana, is to show that in Afghan people are under control and she wants to write about the struggles in Afghanistan.

What can Parvana teach us about empathy?

Chloe T: Parvana teaches us how to be empathetic because when she read the letter for the Taliban soldier, she showed us that even mean people have a soft heart. 

Joe M: Everyone thought that the Taliban were cold and heartless, but really they weren’t because one of them cries in the book. 

Kaiya H: When Parvana shows empathy to her father and the the people in the stadium she gets to see a different side of things. 

Amos W: She tells us how she struggles with the Taliban interfering in her life and how we can relate to this with what’s happening today with the pandemic.

Lastly how many stars out of 5 would you give the book?

Chloe.T: ⭐️ ⭐️ ⭐️ ⭐️ ⭐️ - “intriguing”

Joe.M:  ⭐️ ⭐️ ⭐️ ⭐️ - “exciting”

Kaiya.H: ⭐️ ⭐️ ⭐️ ⭐️ - “adventurous”

Amos.W: ⭐️ ⭐️ ⭐️ ⭐️ - “thrilling”

Parvana Diary Entry By Asimina C

LI: To be able to write from someone else’s perspective.

Success Criteria

- Use evidence from the text
- Write in 1st person
- Identify traits of Parvana's character
- Include emotive language and detail from the text.

I’ll never lose hope, lose hope for a better life for my family, my father’s freedom, to live freely as a woman in Afghanistan, to be respected and accepted by my community as a worthy contributor. 

The list was long and endless, my hopes and dreams will forever flicker, no matter how hard our daily lives are, hope is the only thing that will keep us fighting…

I got up early today as we had to go into town and I had to make sure I looked as boyish as possible. It was not safe to be me, I had to pose as a male cousin. 

When will this craziness end? Why are women considered lesser beings here? My mother, an educated woman, Mrs Weera, also an educated woman . My role models are women smarter than most men around us, those same men that are forcing us into lives of mediocrity...

My father, a man who believes in equality and women’s rights, has now been imprisoned for no good reason or purpose. Thank you God for Mrs Weera, if she wasn’t here I don’t know what would have happened… 

Those first few weeks after Father was taken were scary and dark. Mother was not herself. Mrs Weera was our saviour! I pray for the day that we are all reunited and free, until then I must stay strong and fight like a warrior! 

The Year 6 Team

Kabar Indonesia

Indonesia Independence Day 17 August, 2020

This week we have learnt about how people in Indonesia celebrate their Independence Day. Part of the fun was discovering Google had paid tribute to the day by altering the homepage to commemorate such a special occasion.

The Doodle, illustrated by Jakarta-based guest artist Martcellia Liunic, celebrated Indonesia’s

Independence Day, known locally as Tujuhbelasan (from the Indonesian for “seventeen”). On that day in 1945, Indonesia’s proclamation of independence officially set the self-declared nation on a path to sovereignty.

Indonesia’s national motto is Bhinneka Tunggal Ika, which translates to “Unity in Diversity.” Monday’s Doodle artwork highlighted the diversity that shapes a united Indonesia with illustrations such as the Sumatran Tiger and the Rafflesia Arnoldii flower (which has the world's largest bloom), just a few examples of the abundant variety of fauna and flora indigenous to the archipelago.

Also featured in the artwork is a depiction of Panjat Pinang, one of the holiday’s most popular games that requires teams to work together to reach the top of a slippery pole and claim prizes. More than just a game, Panjat Pinang embodies the spirit of gotong royong (“mutual assistance”) and emphasizes the importance of Indonesian unity. Our students really enjoyed discovering just how difficult this game is! 

Independence Day is one the biggest national holidays celebrated in Indonesia, where people decorate their neighbourhoods with festive and national flags, as well as hold friendly competitions, parades, and a flag ceremony, with the national anthem being sung throughout the day.

The artist wanted to portray not just these festivities in her illustration for the Doodle, but also the importance of “Bhinneka Tunggal Ika,”. As one of the most ethnically diverse societies, Indonesia consists of 1,300 ethnic groups, with at least 95% native to the archipelago.

Students are all working hard to learn more about Indonesia and her language by using some interactive language Apps such as Dinolingo, Languages Online, Quizlet and Education Perfect. We are very fortunate to be able to access these resources and they have proven especially valuable during recent times!

Keep safe! Sampai jumpa!

Bu Jill

Library Literature, Early Stage 1 & Stage 1

Kindy, Year 1 and Year 2 have this week been looking at the differences between NEEDS and WANTS… A rather tricky concept to grasp. Chris McKimmie’s “I Need a Parrot” looks at just this, with a young boy trying to justify to his parents exactly why he doesn’t just want this pet, he NEEDS it. There are possibly similar conversations happening with other Claremont families at the moment.

After reading the story, Infants students had to design their ultimate birdcage, should their parents succumb to their requests (incessant nagging). Some of their designs I’m sure you’ll agree are very compelling.

NSW Premier’s Reading Challenge - Closes Friday 28 August

Just a reminder that student’s Premier’s Reading Challenge online entries close at 5:00pm next Friday, 28 August. 

Three for free

Our three favourite pics from the web this week: 

1. Play-dough...but make it electric  Instructions on how to make your own conductive play dough circuits, or, head here to buy pre-made ones. They should get here just in time for next school break.
2. Nancy Drew coding game A fun story-based program that teaches fundamental coding, creativity, critical thinking and clue snooping skills.
3. Outschool This has a tonne of live remote summer/school holiday/homeschool/whenever you want classes for kids (and adults). You can join a weekly group or go to a one-off.

Instagram: claremontcollegelibrary

Mrs Stephanie Affleck
Teacher/Librarian

New Books in Our Library

This beautiful book explores the relationship between an orphaned elephant and an African boy called Jabari. It is a gentle story about trust, sorrow, determination, and friendship set on the African Savannah. The story touches on the continued destruction that poaching poses in today’s world. The author Georgie Donaghey has written several picture books and adult stories. She previously held the position of President of the Sutherland branch of the Children’s Book Council of Australia.

The illustrations are by Sandra Severgnini, who after being the owner of an art gallery and retail store, finally decided it was time to nurture her lifetime passion and focus on the wonder that is children’s picture books. The illustrations are beautiful and consist of grey pencil sketches, with pops of colour throughout the pages. The wonderful illustrations really do complement the text.

This title has been nominated for several of book awards, including being Shortlisted for the Speech Pathology Australia Book of the Year 2020.

Mrs Susan Kesur
Library Assistant

What a wonderful week we’ve had filming the dances for Claremont’s virtual concert. It was quite a sight to see the choreography, costumes and filming locations all come together for some amazing dances. We look forward to seeing the finished product. PE/Sport will go back to ‘normal’ next week. During PE lessons we will still be looking at Dance, however, students will be learning more about the elements of dance and composing their own movement sequences. Wednesday Sport for the rest of the term will be:

Kindy & Year 1: Cricket (run by Cricket NSW) at Grant Reserve

Year 2, 3, 4: Gymnastics (run by Got Game) at School

Year 5, 6: Flag Gridiron (run by Bring it on Sports) at Grant Reserve

Joel Geering
Sports & PDHPE Coordinator

This term in Chapel we are looking at stories from the bible. This week we focused on one of Mr Ko’s favourite stories in the bible, ‘Jesus forgives Peter.’ He shared with us how this story shows us how even though Peter makes some mistakes Jesus never stopped loving him and Jesus forgives him. Not only does Jesus forgive him, he then asks Peter to go and tell others about His love and forgiveness. What a privilege to be entrusted with! In fact we all have that privilege to share Jesus with others.

This week the students will be learning the memory verse:

‘Therefore go and make disciples of all nations.’ Matthew 28:19

We love seeing the students getting involved in the Chapel videos each week. Remember if you would like to watch this week's online Chapel video you can find it on our school website. 

You can also watch this week's Chapel by CLICKING HERE. 

Tiffany Knoll
Chapel Coordinator

You would be forgiven if you thought that some of our Primary students were taking a nap in the school hall during lunch on Thursdays.  But on closer inspection, you would see that these students are meditating and learning the skills necessary to develop mindfulness.  

Free from distraction and judgment, students are given time to learn how to be more aware of their thoughts and feelings, how to breathe effectively and how to use gratitude journaling to improve their outlook and positive mindset. These activities are all aimed at ensuring students are equipped with tools to help them feel relaxed, calm and ready to tackle their learning and social life at school.

Mindfulness has been credited towards improving the mental health, wellbeing and social skills of students (Dweck, 2017; Seligman, 2011).  It also helps enhance a student’s ability to focus and improves their resilience (Fredrickson, 2012).  Scientists have studied what makes people happy and what makes them bounce back after hard times. The common theme: gratitude.  Each week, students are given gratitude journals to complete at home.  Today, students learnt how they don’t need a journal to focus on gratitude. Just spending 1 minute a day thinking of the good things they have in their life or thanking people who have treated them well is enough to start building up students' resilience for whatever life throws them.

Here are some of the things students have been saying about their experience at the mindfulness club:

I like doing the mediation because it makes me feel calmer. I had a fight with my sister this morning and now I feel much better and I’m going to apologise to her when I get home. Charlotte, Year 3 

I really enjoy going to the mindfulness club each week.  It’s a nice change from the busy playground and I feel relaxed and calm when I go back to the classroom.  Bryce, Year 5 

I liked resting on the seats in the garden and looking up at the trees and sky because it helped me to relax. Emma, Year 3 

I was happy when we were running on the spot to the Peanut Butter Jelly song and I liked learning how to take deep breaths to bring down my heart rate.  When I breathe, I like to think that I am breathing in the good energy and breathing out the bad energy. Stella, Year 3 

Mindfulness helps you think about what you’re doing, blocking out all the noise of the day and just being the moment. Sebastian, Year 5 

I like coming to mindfulness because it’s a lot of fun and it gives me ideas to help me be calm. Seamus, Year 5 

Mindfulness club helps take the pressure off. I enjoyed writing in the gratitude journal. I am grateful for a lot of things and that we can come to school.  I find COVID stressful to think about but mindfulness helps me to relax.  Tasha, Year 4 

Today, students spent time challenging their thoughts about what they are currently not able to do by adding the word “yet”. Students talked about how they can’t finish writing tasks, can’t spell very well or how they can’t play soccer. By simply adding the word “yet” to the end of their sentences, students were able to see how much more empowering, hopeful and positive their statements became: “I can’t finish all my writing tasks, yet”; “I can’t spell well yet”; “I can’t play soccer, yet”. Based on Carol Dweck’s research, using “yet” helps reinforce the idea that we are all on a learning journey and that whilst we have not accomplished a task yet, that does not mean that we should give up.

Teachers are required to submit newsletter articles by Thursday at 12noon. It is 3:48pm. I can’t submit my newsletter articles on time…yet!

The Mindfulness club runs every Thursday lunchtime and is open to Primary students.

Rachel Shiels
Year 5 Teacher

Father's Day is just 2 weeks away and we have lined up some awesome gifts for the children to surprise their Dad, Grandad or Special Friend this Father’s Day.

Log on to Flexischools to reserve a spot for your child to go shopping and choose that perfect gift. The cut off date to order on Flexischools is Tuesday 1 September @ 11:59pm.

Welcomeasy are delivering recess and lunch orders to school.

Orders must be placed by 10:59pm the night before for delivery on the next school day.

If you are ordering a snack item, please specify in the notes area whether the snack is for Recess or Lunch.

Please note that orders are to be placed on the ‘Welcomeasy’ website and NOT Flexischools.

You must firstly create an account by following some simple steps. Go to www.welcomeasy.com.au  

These school holidays, TeamKids will be delivering a wonderful mix of incursions and in-house days that promise to keep the kids happy, engaged and having FUN.  

See the attached Spring Holiday Timetable to see the days you would like to attend.   

TeamKids provide industry-leading educator to child ratios of 1:10 and all the TeamKids programs have been fully approved under the National Child Care Subsidy (CCS).  

TeamKids look forward to welcoming you and your children these Holidays!