16 February 2024

Dates to Remember

Principal News

All children need to feel that school is a safe place where people will care about them, where their needs for support, respect and friendship will be met, and where they will be able to get help to work out problems. Belonging is very important for children’s mental health and wellbeing. Research into children’s mental health has found that a sense of belonging and connectedness at school helps protect children against mental health difficulties and improves their learning. (Kidsmatter.edu.au 2018)

At Grand Avenue State School, we are extremely fortunate to be part of a unique community environment. Where there are multiple opportunities for our students to feel a belonging every day in our school community. This week we saw our student leaders inducted into their new leadership roles and this week parent teacher interviews.  Having opportunities like these demonstrates how wonderful it is to build the wellbeing of the whole child and the importance of community connection.

I provided the following words of wisdom to our new leaders about their leadership journey this year.

“I am going to ask our leaders to think about using some different lenses this year as they take on their leadership challenge.

I want them to have a telescope out this year, because as a leader we need to know when to view our work through a telescope. There will be times when you need to take a long-term perspective and fix your eyes on goals, even though they night seem far off. They will need to hold onto this vision to overcome temporary obstacles and setbacks. I want them to fix their eye on the horizon where you want to journey to – together with your team.

I want them also to have a microscope handy this year, because sometimes leaders need to view our work through a microscope. We must know when we need to focus on details before things spiral out of control. It is important to care about the small details because they can mean a lot to others. Paying attention to detail is often a sign that you care for others and the work that you do. Then there is a periscope. When obstacles occur, leaders need to work through a periscope. Periscopes are instruments used to peer around see what may be in our way. They are often used in submarines so that the submarines may navigate around obstacles. There will be people who put obstacles in your way, and I want our students to see and use that as a wonderful opportunity to rise over any difficulty.

Leaders sometimes need to view our work through a stethoscope. We need to listen to our own hearts and the hearts of others. We need to check in with our conscience, that quiet inner voice, to ensure that we are doing things in the right way and that we are working on the right things. So, I want leaders to use a stethoscope to listen to the hearts of others to make sure we are serving then in a way that is respectful of them.

The time is always right to do the right thing – and sometimes that takes courage. Courage can be contagious, because when you take a stand on what is right, you will be giving permission to others to do the same and to act in the same way. So, let’s start a contagion of courage as well!

It is vital that our children become that champion person who they are and who they are comfortable with and proud of. We want them to become that champion person who shows humility rather than arrogance, compassion rather than selfishness, and generosity of spirit to your family, friends, community and your circle of influence at school”.

Congratulations to our 2024 School Captains.

Annual Improvement Plan 2024

Our school staff and leadership team have spent the start of the year reflecting on our 2022 school year, student data and the goals achieved on our Strategic Plan. We produced some great improvements in the following area – Attendance went from 87% in 2022 to 91% in 2022 and we are now sitting on average of 94% in term 1 2024! Lets continue to keep up this good rate.

Our literacy and numeracy standards are sitting in alignment within the regional standards, however there is room for improvement and a number one priority this year is a focus on English.

Our new school year Annual Improvement plan has now been created and in full swing for our next steps of school improvement. Our 2024 Annual Improvement Plan is an alignment with the Department of Educations Equity and Excellence Strategy.

Reading is important for learning and life outcomes. We're dedicated to every student realising their reading potential through explicit, evidence-informed reading instruction. We're excited to announce the Department of Education QLD has a new reading commitment, which includes a consistent approach to teaching reading through the updated Australian Curriculum which will support students to become skilled readers. Read more about the new reading commitment, which is an alignment to our teaching practices at Grand Avenue SS

We’re super excited to announce that the Department of Education and P&Cs Qld are holding Twilight reading sessions for parents and carers to provide information on Queensland’s Reading Commitment and how to support your child’s reading at home.

21 Feb & 13 Mar 2024
6:30pm – 7:15pm
Parents & carers of Prep to Year 2 students

Secure your spot now: 

Don't miss out on this fantastic opportunity to support your child's love for reading!

Until next time,

Playgroup

PBL NEWS

Students have started trading their hard earned STAR stamps for items in our STAR shop. We were so excited to welcome our first customers this week. Congratulations to all students who are very quickly accumulating stamps for demonstrating our STAR values at school. We have just received a delivery of brightly coloured handballs, pens, startacular sticky notes and note books for students to purchase so don’t forget to bring your star chart with you to the library at first break if you are looking to buy!

Mrs Grace was excited to meet her first customer, Sophia from 6A, at the shop this week.

NAPLAN NEWS

Why do students do NAPLAN?

The National Assessment Program – Literacy and Numeracy (NAPLAN) is a literacy and numeracy assessment that students in Years 3, 5, 7 and 9 sit each year. It is the only national assessment all Australian students have the opportunity to undertake. As students progress through their school years, it is important to check how well they are learning the essential skills of reading, writing and numeracy.

NAPLAN assesses the literacy and numeracy skills that students are learning through the school curriculum and allows parents/carers to see how their child is progressing against national standards.

Your child will do the NAPLAN tests online

Online NAPLAN tests provide more precise results and are engaging for students. The tests are tailored (or adaptive), which means that each test presents questions that may be more or less difficult depending on a student’s responses. This helps students remain engaged with the assessment.

All Year 3 students will continue to complete the writing assessment on paper.

For more information about NAPLAN in 2024 please access the website: 

2024 NAPLAN Schedule

All students in years 3 and 5 will sit the NAPLAN tests in Week 8 (13 – 15 March). Any students that miss the tests, will sit them during Weeks 9 and 10.

Across the Deputy Desk

Promoting Independence in our Youngest Learners

At the beginning of the year, it is crucial to recognise the importance of fostering independence in our younger students. The journey of education begins with more than just academic skills; it encompasses the development of essential life skills that will serve our children well beyond the classroom walls.

Independence is a skill that lays the foundation for confidence, resilience, and self-reliance in later years.

By nurturing their independence, we set our children on a path towards becoming capable, self-assured individuals. By fostering independence in our youngest learners, we are:

1. Building Confidence: When children learn to do things for themselves, whether it's tying their shoes, packing their bags, or speaking up in class, they gain a sense of accomplishment that bolsters their confidence.
2. Encouraging Responsibility: Independence goes hand in hand with responsibility. By allowing children to take charge of small tasks, such as organising their belongings or following a routine, they learn the value of accountability and ownership.
3. Promoting Problem-Solving Skills: Independent children are more adept at solving problems and finding solutions on their own. They develop critical thinking skills and the ability to navigate challenges with resilience.
4. Fostering Self-Reliance: As children learn to rely on themselves, they become less dependent on others for assistance. This self-reliance instils a sense of empowerment and prepares them to tackle new experiences with courage and determination.
   So, how can care givers assist in fostering independence in their prep and year one children? Here are some practical tips:
   
5. Establish Routines: Create a consistent morning routine that includes tasks for your child to complete independently, such as getting dressed, brushing teeth, and packing their school bag. Consistency breeds familiarity and reinforces expectations.
6. Encourage Decision-Making: Offer your child choices throughout the day, allowing them to make decisions about what to wear, what snack to pack, or which book to read. This empowers them to take ownership of their choices and actions.
7. Teach Life Skills: Take the time to teach your child practical life skills, such as tying shoelaces, buttoning clothes and unpacking their school bag. Break down tasks into manageable steps and offer guidance and encouragement as they practice.
8. Promote Problem-Solving: Resist the urge to intervene immediately when your child encounters a challenge. Instead, encourage them to think through the problem and brainstorm possible solutions. Offer support and praise their efforts, even if they don't succeed on the first try.
9. Celebrate Successes: Acknowledge and celebrate your child's achievements, no matter how small. Positive reinforcement boosts their confidence and motivates them to continue striving for independence.
   By actively fostering independence in our prep and year one students, we equip them with essential skills that will serve as a solid foundation for their future academic and personal growth.
   

QParents 

This year at Grand Avenue State School we are changing the way we deal with consent, permissions, reporting, absences and payments. This means that ALL families will need a QParents account.

The QParents web and mobile application provides an easier way for you to interact with our school. Parents will have secure, online access to their child's student information, anytime, anywhere, through a smartphone, tablet or computer using the app (iPhone or Android). 

The benefits of QParents

• view attendance details, report cards, invoices and history of payments
• provide digital consent, reasons for unexplained absences and to notify the school of future absences
• update student details including residential and postal address as well as medical conditions.
• Improves accountability between parents and schools by providing parents with timely access to their child's information online.

What do you need to do to get started?

The office will be sending out emails inviting those parents or guardians yet to register as a QParents Account Owner (QPAO) for their student. QPAOs will be able to register for QParents to access and manage the student's information online, view the student's information and submit requests to update some of the student's details.

The process should take less than 10 minutes to complete. Initial registration and addition of students to your account must be done on a desktop or laptop computer. Once registered, you will then be able to access QParents using your mobile device (via web browser or by downloading the iPhone or Android App).

Invitations sent by email will only ever come from no.reply@qparents.qld.edu.au. You will not be invited to register from any other email address or organisation.

OT at GASS

Hello! My name is Rachael James, I am an occupational therapist (OT) with the Department of Education and I will be supporting staff and students at Grand Avenue SS this year.

OTs with the Department of Education, aim to support students to access and participate in learning and everyday activities at school. This can include developing handwriting, managing emotions, supporting skills for toileting and much more! At Grand Avenue SS, I will be providing support at a class, and school wide level.

If students are identified as needing individualised OT support, parents will be contacted directly for consent. I look forward to being part of the Grand Avenue community!

HOD News

Music in year 4 has taken on a new tone in 
Term 1

Our musical year 4 students, under the care of Mrs. Alisen McLeod, are learning recorder in a new and engaging way.

Mrs. McLeod is leading the way in the digital learning revolution at Grand Avenue by creating a course that blends face-to-face instruction with the ability to learn at an individualised pace through our QLearn platform. Students in year 4 will be the first in the school to experience this modern approach and are very excited to be able to take ownership of their learning and share their skills digitally.

Using their iPads, students are able to watch short video lessons of Mrs. McLeod teaching the skills of playing the recorder, access the sheet music for their songs, and upload recordings of themselves playing along.

This engaging learning approach allows students to access their teacher at any time, from anywhere, and to take control over the pace of their instruction, while recording their performances allows them to demonstrate their growth and skills.

This digital learning platform is new learning for all of us is going to be rolled out in more learning areas and more year levels in the coming months. We do expect to experience various challenges along the way so please bear with us on the journey. If you are interested to see more, please chat to your child and ask them to share what and how they are learning.

Speech Patholgy at GASS

My name is Ahrani, and I am the Speech Pathologist at Grand Avenue State School!

As a Speech Pathologist working for the Department of Education, my role is to improve students’ ability to access the curriculum through the lens of communication. I work with students across the school who have difficulties, developmental delays, and students with disabilities.

The service is provided at a school level, working with the school to determine the students requiring support. I look forward to working with the school team to support students accessing the curriculum through the lens of communication!

Ahrani Vaheesan (CPSP)
Certified Practising Speech Language Pathologist
Metropolitan South Region
Department of Education

Servicing:
Grand Avenue SS | Glenore Grove SS | Forest Hill SS

Road Safety

When travelling around our school we need to keep safety top-of-mind.

School zone times have been standardised in Queensland to help motorists remember when to slow down. The standard operating times for most school zones in Queensland are 7–9am and 2–4pm, with some operating all day between 7am–4pm.

Speeding remains a significant concern, contributing to fatalities and injuries, and police will be on the lookout for speeding motorists. Keeping below the signed speed limit in school zones helps keep everyone safe. This simple adjustment may have minimal impact on travel time but has the potential to significantly contribute to saving lives.

Children's crossings are identified by children's crossing flags, displayed near crossings before and after school hours. 

When the crossing is supervised, you, as a motorist, must:

• Wait until all pedestrians, bicycle riders, or personal mobility device riders have crossed the road and the crossing supervisor has returned to the footpath.
• Abide by the direction given by the School Crossing Supervisor.

Please keep our children safe by staying alert, slowing down and obeying our school crossing supervisors who are there to help kids cross the road safely.  

You can also help children become more road safety aware by:

• Showing them how to look for vehicles coming in and out of driveways and discourage them from playing behind parked cars, or with toys or balls when walking to school.
• Ensuring your child knows the safest route to and from school. This is usually the way with the least traffic and the fewest roads to cross and teach your child to always walk on footpaths.
• Showing your child how to cross at traffic lights when the green 'walk' sign is showing at pedestrian crossings when vehicles have stopped and at supervised school crossings when the supervisor has signalled it is safe to do so.
• Accompanying children when walking or riding to school until they are old enough to understand road safety (usually around 10 years or older).
• Teaching your child if they catch the bus to never cross in front of or behind a bus; wait until the bus goes before crossing the road.
• Making sure wheeled devices (bicycle, scooter, skateboard, or rollerblades) used to travel to school are well maintained and that the appropriate protective and safety gear (for example, helmet, visible clothing, knee and elbow pads) are used. 

Visit the Street Smarts website for more information about what to do at pedestrian and children crossings.

SCHOOL CROSSING – OPERATIONAL TIMES

For the continued safety of students travelling to and from school, please note that these are the only times that the two crossings are supervised.

Centennial Way                    morning   8.05 – 8.50 am   afternoon   2.40 – 3.10 pm
Grand Avenue                      morning   8.00 – 9.00 am   afternoon   2.40 – 3.10 pm.

SUPERVISED SCHOOL CROSSINGS

Parents are asked to encourage their children to use the supervised crossings and to set a good example themselves by obeying the SCS’s directions whenever they use the crossing.

Using the School Crossing

Crossing the road can be a risky undertaking for any of us. The risks for young children are greater because they:

• Can't judge the speed and distance of cars properly
• Don't notice things out of the corner of their eyes as adults do
• Have a limited understanding of how drivers are likely to behave
• Focus on one thing at a time

School crossings around the school are provided to help children cross the road safely. When children use the crossing, please encourage them to observe the following:

• Wait behind the yellow line until the SCS blows their whistle
• Walk across the crossing; please don't run
• If they are on a bike, scooter or skateboard, dismount before crossing
• Hold onto footballs, tennis balls and anything else that might cause a distraction while crossing

School Crossings - Drivers How You Can Help

• Observe the speed limit in the school zone
• Approach the crossing with care
• Stop when the SCS presents their ‘STOP’ sign to you
• Wait until the supervisor has returned to the kerb prior to going through the crossing
• If the crossing is unattended stop when a pedestrian is on or entering the crossing
• Respect the ‘No Standing’ zones either side of the crossing; waiting here can prevent the crossing supervisor from seeing the traffic clearly.
• Avoid stopping on the crossing when traffic becomes congested.

UPDATING STUDENT DETAILS

We are currently updating school records, therefore we are asking parents to please update their student and their own personal details that may have changed.  Please pay particular attention to any changes of:

• Current Address
• Contact telephone Numbers
• Emergency Contacts, and
• Medical Conditions

If changes are required please contact the school office at your earliest convenience – email : office@grandavenuess.eq.edu.au.  Alternatively you may phone 3372 0555.

Avoid Lost Property

As the weather changes, it is often cooler in the mornings but still warming up during the day.  Many students will arrive at school in the morning wearing school jumpers and jackets and then remove them later, sometimes during play.

It is very important that you NAME ARTICLES OF CLOTHING so that if it misplaced, we can return it to the students.  Especially hats.

Please check your that child’s school uniform items are all named correctly.  This gives the school the ability to return items to students, for you to identify from the lost property, and avoid the necessity to purchase another uniform.

This also includes lunch boxes and reusable water bottles.

Evacuation & Lockdown Procedures

EVACUATION/LOCKDOWN PROCEDURES – GENERAL REMINDER – SCHEDULED DRILLS – TERM 1

Scheduled Drills for Term 1 2024 – Week 9 – during school time.  Date and time to be advertised

Due to a range of potential risks from within and outside our school, it is necessary for the protection and safety of students that Grand Avenue has well-advertised and rehearsed Lockdown and Evacuation Procedures.  Although the purpose of the procedures are shared and practiced with students regularly, it is important that parents are aware of, and also discuss the procedures with their children.  For your information, details of the procedures are:-

Lockdown – students are to be seated on the floor out of line of sight of any external door or window while windows and doors are secured by school staff.  Students and staff need to be protected from various situations, aggressive intruders (eg: estranged adult, large dogs etc) and environmental mishaps (eg: dangerous chemical spill).  A broken siren wail signals lockdown (SHORT SIREN – STAY).

Evacuation – students and staff must be able to evacuate buildings quickly in the case of fire or bomb threat.  A continuous siren signals evacuation (LONG SIREN – LEAVE). The evacuation assembly area (EAA) is the school oval on the other side of the cricket pitch.

Should the school be without power, members of the school leadership team are allocated various teaching blocks to sound an evacuation alarm.  This will be two short bursts of a whistle, followed by the words ‘EVACUATION” and two more short bursts of a whistle.  They will then move onto their next allocated building.

Practices must occur at least once per term.  Generally, practices happen during class time and lunchtime breaks.  The school may also have a practice before school or on the afternoon dismiss bell as potentially an incident could occur during the short time before classes begin for the day or at the end of the day.  In the event of a lockdown before school, parents who are waiting with their children outside classrooms can enter the classroom.

During the school day unless volunteering in classrooms, adults who are not staff members will NOT be admitted to any classroom during a lockdown.  At all times parents and visitors are asked to follow the directions of staff members.  Visitors/volunteers working in classrooms should not leave the school grounds during an evacuation but accompany the class/group they are with to the Emergency Evacuation Area.

For any reason, should parents arrive at school during an evacuation or lockdown procedure, for your safety you are asked to remain in the public car park.

In the event of a real situation, school staff and the public will be directed by Queensland Police and Emergency Services.

Teachers will be discussing our procedures with their class during this week.  For our lower grades teachers will have a walk through with their class on the route that they will need to take to the EAA. 

Thank you for your interest and cooperation.

Year 5 News

Mathematics: Data and Factors and Multiples

Year 5 students have just completed their exploration of data analysis and are now investigating factors and multiples. Through hands-on activities, group discussions, and problem-solving tasks, students are gaining a deeper understanding of mathematical concepts and their real-world applications. By exploring the relationship between numbers, students are building their critical thinking skills and a solid foundation for future mathematical learning.

English: Persuasive Writing

In English, students are developing their persuasive writing skills by crafting compelling arguments and supporting their viewpoints with evidence. Through analysing persuasive texts, engaging in debates, and writing persuasive articles, students are learning to articulate their opinions effectively and advocate for change. By mastering the art of persuasion, students are developing essential communication skills that will serve them well in both academic and real-world contexts.

Science: Animal Adaptations

In Science, students are exploring the fascinating world of animal adaptations. Through observations and research projects, students are discovering how animals have evolved unique characteristics, like camouflage, to survive and thrive in their environments. By studying the diverse adaptations of animals, students are gaining a deeper appreciation for the interconnectedness of life on Earth and the importance of biodiversity conservation.

Humanities and Social Sciences (HASS): Understanding Human and Environmental Characteristics

In HASS, students are delving into the study of human societies and geographical landscapes. Through exploring maps, analysing data, and conducting research, students are gaining insights into the diverse cultures, environments, and communities that shape our world. By examining human and environmental characteristics, students are developing a deeper understanding of global issues and the interconnectedness of societies across time and space.

Art: Exploring Self-Expression through Hand Tracings

During an art lesson, a student teacher, Miss Sarah, led an engaging lesson centred around self-expression and creativity. Using a simple tracing of their hand as a starting point, students explore various techniques to transform their outlines into unique works of art. Students were encouraged to express themselves authentically through their artwork. As they worked on their creations, Miss Sarah provided guidance, encouragement, and feedback, fostering a supportive learning environment where students felt empowered to explore their creativity and take risks in their artistic endeavours.

Year 6 News

YEAR 6 TEAM IN 2024

We are very excited to be able to introduce the Year 6 team to you.

Year 6

On Monday, February 12th, the students at our Street Science incursion delved into the fascinating world of perfect polymers and fair test principles. With a focus on the states of matter—solids, liquids, and gases—the children engaged in hands-on experiments.

They crafted glitter slime and cornflour-based slime, carefully observing their properties and noting the differences between the two. Using a straw, they attempted to blow bubbles, discussing their observations as they went along. Through these activities, the students discovered that slime represented an irreversible change, while the creation of "snow" showcased a reversible change. Removing the lid from the "snow" would cause it to revert back to its original powder form, demonstrating the principles of matter transformation in an engaging and interactive manner.

Here are some reflections from our incursion:

I liked making slime and watching the snow grow and the corn flower slime was brighter and thicker. Savanah

Today at our incursion we have made artificial snow and two slimes including a fair test with one change which was one using cornflour and the other glitter. A change I observed was the thickness and opaqueness of it.   Chloe B

The glitter slime was transparent and a lot more sticky that the corn flower slime.  Abby

I like creating the slime because it was squishy and the other one was soft. I also liked the fake snow because  it was like an explosion.    Alexander

I like making slime and making fake snow. Sophia

I liked when we were allowed to touch the snow because it felt nice and fluffy. I also like when we got to make the slime.  Jack

What I enjoyed from Street Science was when we poured the water into the dish of powder, and it made a snow-like substance. I also really liked when we made the slime.     Georgia

Today we had Street Science and it was so much fun! We made a comparison of slime made from glitter/baking powder. We had lots of fun learning about safety in our experiments and of course we learnt a lot from the experiment. We learnt that if you mix a special powder with water it makes…SNOW and that it you put the snow somewhere warm it turns back to its original state!  Bella

In Street Science I liked how we got to make slime with the activator and how we also got to play with it. At the end of it I also like how we got to make like a reversible snow type of experiment. Finally, I liked we got to keep our slime and take it home. Danyon

Today at street science we got the opportunity to make slime and it was SOOO fun I loved the experience because I hadn't done it in a while. I learned the word viscosity and that the thicker slime was more viscous than the other one and that was really interesting. I also had a great time laughing and doing experiments with my friends.    Elena

Chaplaincy News

Welcome to the chaplaincy team at Grand Avenue SS!

My name is Chappy Sophie. This is my 4^th year working at Grand Avenue SS. This year I am working on Thursdays and Fridays. I love being a part of the awesome Grand Avenue community and am always excited to have a chat to students, parents/caregivers and also staff. This year I will be doing some extra study and therefore dropping my hours from 3 days a week to 2 days a week. I am so excited to welcome a second chaplain, Chappy Scott to take over some the jobs that I have been doing previously. 

My name is Chappy Scott. I have just started at Grand Avenue State School as a Chaplain working on Wednesdays. I have been a Christian all my life, and have been a chaplain at Inala State School for the past year.  I am also in the Royal Australian Air Force as a reservist.

My wife and I have a young family of 2 boys (8 and 4 years old) and a 1 year old daughter. I am a big fan of sports in general but particularly rugby union and league. I really look forward to getting to know all the students, parents, staff and anyone else while working at Grand Avenue!

Chaplaincy at Grand Avenue SS

As chaplains we are here to provide social/emotional support for students, families and staff.  We also provide a number of activities at school to help students connect with each other, develop a sense of belonging or learn social/emotional skills. Some of these activities include:

• Breakfast Club (Wednesday and Thursday mornings, open to all)
• Lunchtime Activities (Thursday and Fridays 1^st Lunch)
• Mentoring Program (matching  volunteers with identified students)
• Rock and Water (social/emotional program, Term 2)
• Seasons for Growth (grief and loss program, Term 1/2)
• Individual support (discuss with classroom teacher and/or DP first)

If you see Chappy Sophie or Chappy Scott around school, please come up and say hi! We look forward to having an awesome year at Grand Avenue SS. 

Sophie Board (GDipPsych, BSocSci)
Chaplain at Grand Avenue State School, Brisbane South State Secondary College

Library News

Chess News

P&C News

Community News