Principal’s News Kim Egan

Welcome back to Term 2. This week we were fortunate to welcome guests to school for our ANZAC Day Service.

Mr Bert Van Manen, Federal Member for Forde

Mr Darren Wallwork, Area Regional Director of Carbrook

State School

Mr Ted Jenkins, Vice President of the Logan South-East Loins Club

Mr Jim Barlett, Treasurer of the Logan South-East Lions Club

Mrs Joanne Yarde, WRAAC and Australian Army Ordinance Corp – Teacher

Aide at Carbrook State School

Mr Ian Peacock, Crew Commander R.A.F. Fire and Rescue Service and The

Queen’s Flight Fire Service – Father of Mia 4C

Mr Adam Lovelock, Soldier Royal Australian Artillery - Father of Tyler 3A,

Sophie 1A and Willow Prep B

Mrs Kristin Lovelock, Soldier/ Admin Royal Australian Ordinance Corps –

Mother of Tyler 3A, Sophie 1A and Willow Prep B

Mr Keith Griffin, Aircraft Engineer No. 2 Squadron RAAF – Grandfather of Lilly

6A, Jayla 6B and Cleodora Prep B

Mr Ted Jenkins and Mr Jim Bartlett on behalf on the Lions South East Branch presented our

school with a cheque for $400 to go towards an upgrade of the garden at the entrance of the hall.

We thank the Lions branch for their generosity and continuing support of our school.

Thank you to our students who participated in our Commemorative Parade on Monday and to our

parents and friends who also attended. Thank you to the many staff members who work together

to facilitate this ceremony.

As a school, we were reminded of those who fought and died for freedom. We remembered also

those men and women who served at times of crisis. We reflected on their selfless sacrifice and

Carbrook State School Principal: Kim Egan Deputy Principal: Kerry-Ann Reese

Success with Effort Issue 3 27 April 2018

511-535 Beenleigh Redland Bay Rd Phone: 3209 0888 Absentee Line: 3209 08 60

Carbrook 4130 Fax: 3209 0800

Email: the.principal@carbrookss.eq.edu.au Website: www.carbrookss.eq.edu.au

resilience in the face of adversity. It is timely to remember that there are many men and women

around the world still working for peace. It is important that we continue to appeal for peace. There

are still many civilians fleeing countries such as Syria, but also many women and children who are

left behind. Often those left behind are too fragile or vulnerable to leave. Last year, Pope Francis

reminded us, “Humanity has not learned the lesson and seems that it does not want to learn it,” as

he asked people to reflect on today’s conflicts and seek peace for all.

Building Community Partnerships with Bendigo Bank and Variety

Carbrook State School has been very fortunate in acquiring two financial contributions to assist in providing Audio Smart Classrooms. This attained funding will allow us to purchase 2 new Sound Field Systems that will be placed in our classrooms. These new Sound Systems will greatly assist students in their learning. Sound Field Systems in classrooms improve the learning environment for the entire class by refining the sound environment in the classroom. Designed specifically for speech sounds, these systems greatly enhance speech understanding for the whole class. They are designed to be connected with hearing impaired student’s personal amplification equipment (FM’s) allowing the sound to go directly to the ear for these students.

Carbrook State School staff and community would like to sincerely thank both Bendigo Bank and

Variety for their generous financial contributions to our school, which allowed us to purchase the

two new Sound Field Systems. Their generous contributions will greatly affect the learning of not

only our hearing-impaired students, but all students across our school. Their generosity will have

impact that is far reaching, and very significant in the education of many children.

NAPLAN 2018

What is NAPLAN and who participates in NAPLAN? The National Assessment Program – Literacy and Numeracy (NAPLAN), is an annual assessment for all students across Australia in Years 3, 5, 7 and 9. NAPLAN is not a pass or fail test, rather, it assesses the types of skills that are essential for every child to progress through school and life. Conducted in schools in the second full week of May each year, NAPLAN tests reading, writing, spelling, grammar and punctuation, and numeracy. Why should students participate in NAPLAN? NAPLAN tests are designed to assess how a student is progressing in their learning. They reflect important aspects of the Australian Curriculum and are used to assess education programs, what is working and what improvements should be made. What are the benefits to students of participating in the tests? The NAPLAN tests are designed to identify where a student may need additional support to improve their learning outcomes. By understanding how a student is progressing, schools can work with students to focus on particular areas of their education. Do students need to ‘study’ or practise for the tests? Students are expected to do their best, but NAPLAN is just one part of assessing how students are progressing in their learning. Whilst familiarity with the look and feel of the test will help, schools should not encourage excessive test preparation. How can we assist students to prepare for the tests? The best way to help students prepare for NAPLAN is to reassure them that NAPLAN tests are just one part of their school program, and to encourage them to simply do the best they can. However, if students would like to get a sense of the ‘look and feel’ of the tests and an understanding of the types of questions that may be asked, sample tests are available at www.nap.edu.au/naplan/the-tests. Why does it matter if students don’t participate in NAPLAN? Schools use NAPLAN tests to make informed decisions about how educational programs are working and what needs to be improved. If there are a low number of students participating from a particular demographic or location, it is difficult to determine what is working and how learning outcomes could be improved. What happens if a student does not participate in the tests? Data about school performance is less reliable when information about some students is missing. NAPLAN results on an individual level assist teachers to identify a student’s strengths and work with students who need support. What if a student is unable to participate in NAPLAN on the designated day?

Catch-up tests for students who were absent from the scheduled testing sessions are permitted up to Friday 12 May. How can students with disability participate? Reasonable support and adjustments are available to students with disability to participate in NAPLAN tests where possible, similar to the support they are provided in the classroom. Parents should be encouraged to discuss the possibilities with their school before making a decision on whether their child should participate.

Deputy Principal’s News Kerry-Ann Reese

Naplan Update Naplan will occur on Tuesday 15 May, Wednesday 16 May and Thursday

17 May.

Tuesday, 15 May Wednesday, 16 May Thursday, 17 May

1. Language Conventions Year 3 40mins Year 5 40 mins

2. Writing Year 3 40 mins Year 5 40 mins

3. Reading Year 3 45 Mins Year 5 50 mins

4. Numeracy Year 3 45 mins Year 5 50 mins

Friday 19th May – A catch up day is scheduled for students who missed a test or were absent on a test day. The following items are NOT permitted in the test area under any circumstances: Mobile phones or any electronic devices that are capable or transmitting information or electronic signals. This includes recorded music and video players, cameras, organisers, dictionaries, scanning pens and computerised watches or any other internet connectable device. Why do students do NAPLAN tests? NAPLAN is the measure through which governments, education authorities, schools, teachers and parents can determine whether or not young Australians are meeting important educational outcomes in literacy and numeracy. The tests provide parents and schools with an understanding of how individual students are performing at the time of the tests. They also provide schools, States and Territories with information about how education programs are working and what areas need to be prioritised for improvement. NAPLAN tests are one aspect of a school’s assessment and reporting process; they do not replace the extensive ongoing assessments made by teachers about each student’s performance.

What will be tested and how? NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. The content of each test is informed by the national Statements of Learning for English and Mathematics, which underpin State and Territory learning frameworks. Questions are multiple-choice or require a short written response. The writing task requires students to write a text in response to a prompt. To give you an idea of what the tests look like, sample questions and a sample writing task are available on the NAPLAN website: www.nap.edu.au Who will run the tests? NAPLAN tests are conducted at schools and administered by Classroom Teachers, School Deputies or Principals. Each State and Territory is responsible for marking the tests in accordance with strict guidelines and processes. How can I help my child prepare for the tests? NAPLAN assesses literacy and numeracy skills that students have already been learning through the school curriculum. Teachers will ensure students are familiar with the test formats and will provide appropriate support and guidance. If you have any questions about your child’s preparation for NAPLAN, you should make a time to speak with their teacher. The best way you can help your child prepare for NAPLAN is to reassure your child that NAPLAN tests are just one part of their school program, and to urge them to simply do the best they can on the day. The use of services by coaching providers is not recommended. How is NAPLAN performance measured? NAPLAN is not a pass-or-fail type test. Individual student performance is shown on a national achievement scale for each test. Each test scale has 10 bands and all year levels are reported on the same scale. Six bands are reported for each year level for each test. One of these bands represents the national minimum standard for students at each year level. A result at the national minimum standard indicates that the student demonstrated the basic literacy and numeracy skills needed to participate fully in that year level. The performance of individual students can be compared to the average performance of all students in Australia. Students may be withdrawn from NAPLAN by their parent or carer. This is a matter for consideration by parents in consultation with the Principal. If you wish to withdraw your child from the tests, a parent or carer consent form must be signed. Any questions regarding Naplan testing must be directed to the Principal or Deputy Principal.

Curriculum in the Classroom

What is literacy? Literacy is the ability to read, view, write, design, speak and listen in a way that allows us to communicate effectively and to make sense of the world.

Why is literacy important? Literacy is vital to ensuring your child has the best chance to succeed in their schooling and everyday life. Literacy allows us to make sense of a range of written, visual and spoken texts including books, newspapers, magazines, timetables, DVDs, television and radio programs, signs, maps, conversations and instructions. Ways to support your child’s literacy development Research has shown that children’s motivation and achievement improve when their parents or carers are involved in their education. There are many everyday things you can do to encourage literacy learning. These include: • valuing and encouraging your child’s efforts with literacy • sharing your knowledge and explaining how you use literacy in your everyday life • encouraging your child to read and view a variety of texts such as newspapers, novels, comics, magazines, websites, email, timetables, instructions and recipes • encouraging your child to write and design for a variety of purposes using print and electronic resources — invitations, thank you notes, shopping lists, messages, journals and electronic slide shows • encouraging your child to speak and listen for a variety of purposes — sharing a joke, giving instructions or asking for information • sharing a love of language • discussing how texts look different depending on the purpose and audience — for example, text messaging uses different spelling from school projects • talking about things that you have read or viewed that were amusing, interesting or useful • discussing favourite authors, producers, directors or illustrators and what you like about them • discussing new and unusual words or phrases and exploring these through print and electronic dictionaries • playing games that develop knowledge and enjoyment of words • making use of community resources for information, local and school libraries, clubs, community groups and websites.

What is numeracy? 170248 To be numerate is to confidently and effectively use mathematics to meet the everyday demands of life. Why is numeracy important? Numeracy enables you to develop logical thinking and reasoning strategies in your daily life. We need numeracy to solve problems and make sense of time, numbers, patterns and shapes for activities like cooking, reading a map or bill, reading instructions and even playing sport. Ways to support your child’s numeracy development Research has shown that children’s motivation and achievement improve when their parents or carers are involved in their education. There are many everyday things you can do to encourage numeracy learning. These include:

• encouraging your child to use mathematical language — how much, how big, how small, how many • discussing the use of numbers, patterns and shapes in your day-to-day life — numbers found on library books, spatial patterns or shapes in playgrounds, in the home and architecture • talking about occasions when you are using mathematics in daily jobs and real-life situations — cooking, map reading, building and playing sport • exploring situations using money such as shopping, budgets and credit cards • estimating, measuring and comparing lengths and heights, how heavy or light things are and how much containers hold • talking about different ways to solve a problem • using everyday tools like tape measures or kitchen scales and discussing the units of measure • asking ‘does that make sense?’, ‘is the answer reasonable?’ or ‘what other ways could we do this?’ • observing and using timetables, calendars and clocks for different purposes like study periods, holiday planning and catching public transport • helping your child to work out how much things cost and what change they will receive • playing number games using magazines, books, newspapers and number plates • organising, categorising and counting collections of things like toys, books, clothing and shoes.

MATHS in the classroom

Have you heard your child talking about the SEE< PLAN<DO<CHECK method when solving a

maths question? Have you wondered what your child is talking about?

The SEE< PLAN<DO<CHECK method is a four step problem solving plan that we teach the

children to assist them in being able to effectively problem solve.

The Four-Step Problem Solving Plan

Overview of “Four-Step Problem Solving”

The “Four-Step Problem Solving” plan helps students to employ sound reasoning and to develop

mathematical language while they complete a four-step problem-solving process. This problem-

solving plan consists of four steps: details, main idea, strategy, and how. As students work through

each step, they may use “graphic representations” to organize their ideas, to provide evidence of

their mathematical thinking, and to show their strategy for arriving at a solution.

SEE: Look for the main idea

In this step, the student is a reader, a thinker, and an analyzer. First, the student reads over the

problem and finds any proper nouns (capitalized words). If unusual names of people or places

cause confusion, the student may substitute a familiar name and see if the question now makes

sense. It may help the student to re-read the problem, summarize the problem, or visualize what is

happening. When the student identifies the main idea, he or she should write it down, using words

or phrases; that is, complete sentences are unnecessary. Students need to ask themselves

questions such as the ones shown below.

“What is the main idea in the question of this problem?” “What are we looking for?” “What do we want to find out?”

Plan: Using the details from the problem make a plan

The student reads the problem again, sentence by sentence, slowly and carefully. The student

identifies and records any details, using numbers, words, and phrases. The student looks for extra

information—that is, facts in the reading that do not figure into the answer. In this step, the student

should also look for hidden numbers, which may be indicated but not clearly expressed. (Example:

The problem may refer to “Frank and his three friends.” In solving the problem, the student needs

to understand that there are actually four people, even though “four” or “4” is not mentioned in the

reading.) Students ask themselves the following kinds of questions.

“What are the details needed to answer the question?” “What are the important details?” “What is going on that can help me answer the question?” “What details do I need?”

Strategy

The student chooses a math strategy (or strategies) to find a solution to the problem and uses that

strategy to find the answer/solve the problem. Possible strategies, as outlined in the Texas

Essential Knowledge and Skills (TEKS) curriculum, include the following.

use or draw a picture look for a pattern write a number sentence use actions (operations) such as add, subtract, multiply, divide make or use a table make or use a list work a simpler problem work backwards to solve a problem act out the situation

The preceding list is just a sampling of the strategies used in elementary mathematics. There are

many strategies that students can employ related to questions such as the following.

“What am I going to do to solve this problem?” “What is my strategy?” “What can I do with the details to get the answer?”

How

To make sure that their answer is reasonable and that they understand the process clearly,

students use words or phrases to describe how they solved the problem. Students may ask

themselves questions such as the following.

“How did I solve the problem?” “What strategy did I use?” “What were my steps?” In this step, students must explain the solution strategy they have selected. They must provide

reasons for and offer proof of the soundness of their strategy. This step gives students the

opportunity to communicate their understanding of math concepts and math vocabulary

represented in the problem they solved and to justify their thinking.

Responses on these four parts need not be lengthy—a list of words and numbers might be used

for the details, and phrases might be used for the “Main Idea” and “How.”

Benefits of Using “Four-Step Problem Solving Plan”

One of the method's major benefits to students is that it forces them to operate at high levels of

thinking. Teachers, using the tried-and-true Bloom’s Taxonomy to describe levels of thinking, want

to take students beyond the lower levels and help them reach the upper levels of thinking. Doing

the multiple step method requires students to record their thinking about three steps in the process,

in addition to actually "working the problem."

A second benefit of extending the process from three steps to four is that having students think at

these levels will deepen their understanding of mathematics and improve their fluency in using

math language. In the short term, students' performance on assessments will improve, and

confidence in their mathematical ability will grow. In the long term, this rigor in elementary school

mathematics will prepare students for increased rigor in secondary mathematics, beginning

particularly in grade 7.

Another benefit of using “Four-Step Problem Solving” is that it will increase teachers’ ability to

identify specific problems students are having and provide them with information to give specific

corrective feedback to students.

Extracting and writing the main idea and details and then showing the strategies to solve problems

should also help students establish good test-taking habits for online testing.

HOSES Fiona Broquesa

PE News Cat Cupitt

This is going to be a busy term of sport for Carbrook State School. In PE lessons students will be practising for the upcoming Junior and Senior Interhouse Sports Days. On Monday 18th June, Carbrook will hold the Junior Sports Day for students in Prep – Year 2. Activities will include: sprints, relays, novelty events, ball games, parachute games, tabloid events and tug-o-war. On Wednesday 20th June, Carbrook will hold the Senior Sports Day for students in Year 3 – Year 6. During PE lessons, students will be practising and trialling for High Jump, Long Jump and Shot Put. Finalists will be pre-selected for these field events and the field event finals will be held on Senior Sports Day. Students that do not make the finals for field events, will participate in ball games, novelty events, tug-o-war and vortex on Senior Sports Day. As Carbrook is a growing school and numbers have increased, finalists need to be pre-selected for the three field events. All students will participate in sprints on Senior Sports Day, however the 800m event will be held on Monday 18th June from 2pm to 3pm. Along with training occurring in PE lessons for track and field events, there will also be extra training sessions offered to students of district age (10yrs, 11yrs, 12yrs) in lunch times and after school. More details and a program of events will be published later in the term. Cross Country News With wet weather all around us, we were extremely lucky to hold our Carbrook Cross Country on Wednesday 28th March. It was a fantastic warm sunny morning and our track was in brilliant condition. The day saw wonderful individual efforts from all our students right through from Prep to Year 6. And a big thanks must go out to all who helped make the day a success. All students who participated took home with them a ribbon to celebrate their efforts. Points were tallied from the day and our Carbrook School Cross Country winning house for 2018 was Kruger on 228 points. Second place went to Logan on 209 points. And third place was Albert on 195 points. It was extremely close as you can see.

Our place getters from Prep – Year 4 were: Prep Boys: Louis, Toby, Aiden, Carter Prep Girls: Willow, Millie, Emily Year 1 Boys: Archie, Hunter, Bobbie Year 1 Girls: Pyper, Ruby, Jenna Year 2 Boys: Wylei, Jack, Phoenix Year 2 Girls: Katelyn, Felicity, Tia Year 3 Boys: Benjamin, Taylor, Caelan Year 3 Girls: Dakoda, Karlie, Caitlin Year 4 Boys (2009): Cruz, Koby, Nathan, Jacob, Brody Year 4 Girls (2009): Kathleen, Maia, Jazmin, Lizzie, Eliana

Our place getters from the 10yrs, 11yrs and 12yrs age groups were: 10yrs Boys: Matthew, Oscar, Riley, Zachery, Charlie 10yrs Girls: Lily, Paige, Kyra, Charli, Eloise 11yrs Boys: Cooper, William, Max, Mack, Billy 11yrs Girls: Alexandra, Aysha, Keeley, Niamh, Teagan 12yrs Boys: Gowan, Luke, Luke, Jaxson, Nash 12yrs Girls: Mariah, Kira, Jayla, Casey, Scarlett

Carbrook were able to send the top 5 competitors for the age group 2006 – 2008 to the Beenleigh Zone Trials. To be eligible, students must have run all the way and consistently demonstrated a green level of behaviour standards. The Beenleigh zone trials were held at Rivermount College on Tuesday 24 April. Further information will be given out to students eligible in week 1 of Term 2.

P & C News

On Wednesday, 9 May and Thursday, 10 May the P&C are holding our Annual Mother’s Day Stall. This is a great opportunity for the children to come and purchase gifts for Mum & Nana/Grandma at the stall. The gifts range from $1 through to $7 maximum. The teachers will nominate a time that their class will visit the stall. Notes will go home with your child with notification of their shopping day. We need volunteer Mums/Dads/Nans/Aunts to volunteer their time to help out at the stall. Whether you can help for ½ hr, an hr or all day, any time you can spare is greatly appreciated. Also if you are a clever Mum, Dad, Nan etc. and would like to donate any little crafty items that could be purchased as a small gift, that would be most welcome also. You can contact me on email at bee0406@hotmail.com We thank you for your continued support as we work together to support our school.

P & C MEETING

Next Meeting is on Wednesday, 2 May 2018. All welcome.

SCHOOL PHOTOGRAPHS WILL BE TAKEN ON: Friday, 4 May 2018

Dear Parents, School photographs are scheduled to be taken by advancedlife. Whilst an envelope and flyer will be distributed shortly, if possible it is our preference that ordering be completed online to reduce administration and potential security issues relatedto the return of cash and envelopes on photo day. Orders for packages and sibling photographs can be placed securely online at www.advancedlife.com.au using our school’s unique 9 digit Online Order Code. Portrait and group package orders are due by photography day. Should you wish to purchase a sibling photograph online, the order must be placed no later than the day before photographyday. Sibling photographs will only be taken if an order has been placed. Should you have any queries concerning school photographs or online ordering, please direct them via email to enquiries@advancedlife.com.au

ORDER NOW go to www.advancedlife.com.au and enter the

school’s unique Online order Code which is on

your order form sent home.