cootamundra high school newsle · lying, what is not bullying, why people bully, impacts of ......

Term 3, Week 4

PRINCIPAL: Mr Neil Reaper DEPUTY PRINCIPAL: Mrs Janine Nelson

Cootamundra High School

Newsle er

Cootamundra High School Poole Street, Cootamundra Phone: (02) 6942 2711 | Fax: (02) 6942 1516 Email: cootamundr‐[email protected] Website: www.cootamundr‐h.schools.nsw.edu.au

JEANS FOR GENESJEANS FOR GENES

Each year, Australians unite by wearing their favour‐ite jeans. Every dollar raised on the day helps scien‐sts at Children’s Medical Research Ins tute discov‐

er treatments and cures, to give every child the op‐portunity to live a long and healthy life.

On Tuesday 9th August the SRC, Cootamundra HS students and staff wore their Jeans to school for a gold coin dona on in support of Jeans for Genes Day. We were able to raise $178.15 and would like to thank everyone who par cipated in this worthy cause.

MAKE BULLYING HISTORYMAKE BULLYING HISTORY

SCHOOL PROGRAM OVERVSCHOOL PROGRAM OVERVIEWIEW On August 25th Make Bullying History Founda on will run their highly successful and very powerful schools an ‐bullying program for Cootamundra High. The program is sponsored by Mission Australia

Murrumbidgee office. The en re student body will experience a half day seminar commencing at the beginning of the school day and finishing at the lunch break. Recess will be as per normal giving the students their normal break. Staff will enjoy a 2 hour Professional development workshop a er school and all parents are invited and encouraged to join us for the 2 hour parents seminar, between 6.30pm and 8.30pm. TOPICS TO BE SHAREDTOPICS TO BE SHARED Topics discussed across the day include what is bul‐lying, what is not bullying, why people bully, impacts of bullying, understanding self worth, developmen‐tal stages of the teenage brain, posi ve decision making, cyber safety, personal vision and goal se ng. Research has shown that what teenagers are fo‐

CALENDAR

Week 5, Term 3

Tues, 16 August

Year 9 Brainstorm Produc on

Week 6, Term 3

Wed, 24 August Thurs, 25 August

Tues, 30 August P & C Mee ng, 7pm School Library

Week 7, Term 3

Year 9 Future Moves ‐ CSU Wagga Make Bullying History Program

Cootamundra High SchoolCootamundra High SchoolCootamundra High School Term 3, Week 4Term 3, Week 4Term 3, Week 4

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cussed on, they gravitate towards. The seminar teaches very clearly what bullying is and what it is not, along with associated issues, the underlying message is that no one deserves to be treated with anything less than honour, dignity and respect. The seminar then moves on to posi vely reinforcing the intrinsic self worth of every individual, then from this posi ve pla orm, encourages the students to dream for the future with posi ve decision making and goal se ng.

Thank you Make Bullying History & Mission Australia

SCIENCE ACTIVITIESSCIENCE ACTIVITIES

STEM PROJECT STEM PROJECT Students from 7G have been working on a STEM project as part of teams from Cootamundra Public School and Wallendbeen public school (year 6). STEM stands for Science, Technology, Engineering

and Maths and by par cipa ng in this program, stu‐dents get the opportunity to experience and apply these four strands collec vely. The STEM project in the first two sessions has required students to work as part of a team to build a capsule for landing an

egg (Eggstanaught) safely from a 2 storey building (C‐block) to represent a Mars landing. They were only allowed to use the specicific materi‐als provided and they had to meet demanding mass requirements.So far the students are enjoying being challenged and working with students from other schools, demonstra ng their strong leadership.

Wednesday 10 August students built a robot (Mbot) and programmed it.They also built a capsule to carry their eggstanaught safely. Next session Wednesday 17 August they will program to navigate the surface of Mars carrying their eggstanaught safely. The stu‐dents are using a lot of new skills in working to solve problems presented to them related to NASA pro‐grams that have been successful in the past. SCIENCE WEEKSCIENCE WEEK Science Week is week 5. Currently there is a compe‐

on running where students (7‐10) have been asked to par cipate in using MAKEY MAKEY’s to cre‐ate/design a novel approach to using them. Whether it be to play an instrument or design some com‐pletely new use. The due date is the 18 August for entering the comple on.

MATHEMAGICMATHEMAGIC

(WHERE EVERY STUDENT COUNTS) HOW TO MAKE (WHERE EVERY STUDENT COUNTS) HOW TO MAKE

MATHS FUNMATHS FUN Making maths enjoyable help kids grow to associate maths with fun, pleasure and parental love and a en on. Instead of being afraid, the kids will be excited about the subject throughout their school years. The secret to successful maths educa on is to make it so much fun that children don’t even realize they are learning something that will help them later in life.


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Here are some ps for you, the parent, to make maths fun for your child: Make maths a game – Make your child consider maths not as work but as a game that can be played like computer games, sports or fun board games. Use digital games, apps and numerous web‐sites as resources for making maths a game. There are numerous ac vity books that make maths fun, as well as websites where you can download fun, early learning printables. Non‐digital games are also fun. Encourage

your child to play card and board games that involve calcula ons (For example, Snakes and Ladders and Monopoly). A 2009 study con‐ducted by Carnegie Mellon and the University of Maryland found that preschoolers who played Snakes and Ladders improve maths skills significantly compared to those in the study who played a different board game or did non‐maths tasks.

Integrate maths into fun ac vi es – Find out what games or ac vi es your child enjoys, and integrate maths into it. If your child loves to bake or cook with you, for example, you can have your child measure ingredients in wholes or in parts, or count and es mate objects such as number of chocolate chips. One way to in‐tegrate subtrac on problem, for example, is to ask your child, “We need to put five eggs, we already placed two eggs, how many more eggs do we need?” In road trips, you can play maths games. When your child asks “Are we there yet?” make it into a maths problem. Ask how many more miles or kilometre before you reach your des na on. For older kids, ask travel maths problems such as “If the GPS says we will arrive at 5:30 and it is 5:13, how many more minutes before we reach the des na‐on?” or “If we are traveling 60 miles per

hour, and our des na on is 120 miles, how long before we reach the des na on?” If your child is a sports fan, teach him about the num‐bers used in sports such as scores, ba ng av‐erage, percentage of wins, and so on.

Make maths real and meaningful – We are surrounded by real maths problems in the form of money, measurement, me and oth‐ers. Point this out to your child as you go with them through life. This includes checking and comparing prices at the grocery store, driving down the street coun ng mailboxes, reading recipes, calcula ng coupons, or even measur‐ing food or drink at the dinner table. Before approaching the checkout counter in the gro‐cery, ask your child to es mate how much the

items will cost, and if they are within a dollar or so of the right amount, he/she wins a prize. Encourage your child to solve real‐life prob‐lems outside of school. For example, in the toy store, ask her to calculate the price of a discounted toy and how long it will take to save up her allowance to buy it. For more ide‐as, download a copy of Helping Your Child Learn Mathema cs, which has dozens of ac v‐i es for parents of elementary school stu‐dents.

Encourage “mental maths”‐ so that your child learns to appreciate “number sense,” which is defined by the University of North Carolina’s School of Educa on as “an intui ve under‐standing of numbers, their rela onships, and how they are affected by opera ons.” Chil‐dren with strong number sense are be er problem solvers; they can approach solving a problem in different ways, iden fy errors in their work when they occur, and be more con‐fident and interested in maths because they understand that maths is more than just a series of opera ons to be followed. Teach “mental maths” as a game.

Give a reward when your child masters maths skills like coun ng, doing addi on or mul pli‐ca on. The reward does not have to be ex‐pensive. It could be a special dessert or an extra hour watching TV. Make sure rewards are a ached to a specific goal or accomplish‐ment and not used inconsistently or inappro‐priately.

Make maths a fun compe on – You can play maths games with a group of kids of similar ages, making a quiz show with points given to the kid who is first to say the correct answer to a maths problem. The overall winner can win a prize such as a toy or a chocolate.

Read books with mathema cal themes to your child ‐ such as Big Fat Hen by K. Baker (A hen lays eggs in quan es that increase by two, up to a total of ten. This book features number comparison, object grouping, addi‐on, and subtrac on.), How Many Bugs in a

Box by D.A. Carter (a book about measure‐ments), and A. Capucilli’s Mrs. McTats and her Houseful of Cats (Mrs. McTats welcomes cats into her home, o en in mul ples, un l she has a total of 25. Using good maths vocabu‐lary, this book encourages young children to think about adding more than one item at a me.) More list of books here:

h p://www.naeyc.org/files/tyc/fileMathbookslistSchickedanzexcerpt.pdf .


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Start your child young – You can begin teach‐ing your child maths concepts as early as his toddler stage. The toddler stage is the best me to introduce your child to maths games

as play because his brain is developmentally ready for it. Importantly, anything that you do with your toddler is fun for him. Below are basic mathema cal concepts that you can help your young child learn through play:

1. Pa erns – Pa ern is important in maths and science because the ability to discover and recognize pa erns help us understand how our world works in logical and predictable ways. You can jump start your baby in experi‐encing pa erns through fun games such as pa y‐cake, peek‐a‐boo, singing, dancing, touching of the nose and toes, and feeling different textures.

2. Sequence – Sequence is the organiza on and order of successive events and experiences. Recognizing sequences helps your child devel‐op a sense of order, logic, and reason. An ex‐ample of a play ac vity with your child that involves sequencing is playing with building blocks in a step‐by‐step way with a goal in mind, such as building a tall block tower. Reading to your child with emphasis on how the story logically unfolds builds a mind‐set for ra onal and logical thinking.

3. Seria on – Seria on is a maths concept that involves ordering things in a logical way, in other words, making them a series. Play with your kid using toys that can be manipulated, such as different sized stacking rings or blocks. Explore nes ng them together. Do this in cre‐a ve ways such as telling stories about the seriated sizes of the toys.

4. Spa al rela onships – This concept involves making your baby aware of her physical self and her rela on with the world. It lays the founda on for more maths concepts involving direc onality. Games that teach spa al rela‐onships include naviga ng through a play

tunnel, and climbing on structures. For your older kid, playing with jigsaw puzzles, Rubik’s cubes, and anything else that involves moving, rota ng, or fi ng objects together teach this concept. Doing puzzles together or using ges‐tures to help describe spa al rela onships such as “taller” and “shorter,” can ins l spa al abili es in your child.

5. Sor ng – This is when things with similar a ributes are grouped together. Play with your toddler by sor ng different toys.

6. Comparing – Here, your child iden fies and

examine specific proper es of different ob‐jects or ideas and then make judgments about how they are similar or different. Play with your child games that involve comparing ob‐jects’ size, number or proper es. With your older kid, you can compare ideas with him, such as dark vs. bright, apple vs. carrot, etc.

7. One‐to‐one correspondence – This is rela ng one item to another one item, and is the foun‐da on of coun ng. You can play with your child a game that involves associa ng, giving out, or partnering one object to another ob‐ject like each of his toy (“This one block is for this toy, one for this toy , one for this toy, etc.”) . Soon (at about age 3) your child learns to relate the concept of one‐to‐one corre‐spondence to ra onal coun ng, which in‐volves keeping track while reci ng a stable order of numerals to their one‐to‐one count.

Importantly, never say nega ve maths sen ments such as “Maths is hard” or “You’re like me, I’m not good in maths” to your kid. Avoid unconsciously impressing on your child that he should fear maths and that it’s the hardest school subject to mas‐ter. You should show the a tude that learning maths is a natural thing, and in fact, can be fun.

Paul Frilay Head Teacher Mathematics

FROM THE CAREERS DESKFROM THE CAREERS DESK CSU PARENT INFORMATION EVENING An informa on evening for parents will be held in Young on 17th August at 5.30 p.m. These evenings are very informa ve so it’s worthwhile taking the trip across to Young if you can. Register at csu.edu.au/parents.

UAC UPDATE FOR YEAR 12 The Universi es Admission Centre is in full swing as it prepares to receive a new wave of Year 12 appli‐cants for the 2017 intake. The UAC website is excel‐lent and very user friendly. Hard copies of the cur‐


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rent UAC Guides are now available from the Careers office, along with informa on on Equity Scholar‐ships, the Educa onal Access Scheme and the Schools Recommenda on Schemes (SRS). Students considering university are reminded not to leave it too late to register with UAC. A he y late fee will apply! POSITIONS VACANT GTES have just released their posi ons vacant for this fortnight. Students in Years 11 and 12 are strongly encouraged to register with GTES so that regular alerts can be sent out to the students regard‐ing jobs that come up in their nominated interest area/s.

Goldenfields Water is also recrui ng for an Appren‐ce Fi er Machinist and Electrician with applica ons

due by Friday 26 August 2016 at 2.00 p.m. Interest‐ed Year 12 students are strongly encouraged to ap‐ply.

DEFENCE FORCE RECRUITING Informa on sessions for the Navy, Women in De‐fence and Engineering are coming up in Canberra on 16th and 23rd August, and 6th September respec‐vely. See Mrs Alderman for more details.


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TOWN LIBRARY HAPPENINGSTOWN LIBRARY HAPPENINGS

CROCODILE ENCOUNTERS

WHATS HAPPENING AT THE ATS CENTREWHATS HAPPENING AT THE ATS CENTRE WEAVING USING RECYCLED MATERIALS

DINNER AND RAM MOVIE NIGHT

COOTAMUNDRA & DISTRICOOTAMUNDRA & DISTRICT COUNTRY EDUCA‐CT COUNTRY EDUCA‐TION FUND EVENTTION FUND EVENT

This fund provides financial help to selected school leavers who live or a end school in the former Coot‐amundra Shire to commence their careers. Selec on is not focused on academic success, but applicants need to show that they have A realis c goal for their future and need financial assistance to enter a traineeship, appren ceship, TAFE or university and Demonstrated a commitment to achieving their goal. They must be "Having a go!" An element of financial need (not want) to con nue their educa on. With the assistance of our patron and sponsors, the Fund will provide a total of $14,000 in 2016 to suc‐cessful applicants. The amount awarded is at the discre on of the Commi ee but is a once only amount of up to $3,000 split over 2 years. Funding in year 2 depends


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on successful comple on of year 1 studies and com‐ple on of progress reports. A Grant from us "opens the gate" to other funding sources only available to our beneficiaries. The "mul plier" effect can be very significant, some students having received up to $5,000 on top of our Grant! Applica on forms are available from h ps://engage.cef.org.au/student/apply, for a grant from early September. In 2008 Laurie Cowled, a former Bethungra resident and pupil of the Cootamundra Intermediate High School very generously provided money enabling the establishment of the Cootamundra and District Country Educa on Fund Incorporated and s ll sup‐ports the Fund as a Gold Sponsor . Since 2008 the Fund has helped 54 Coota kids study mechanics, child care, engineering, law, medicine, teaching, agriculture and many more occupa ons. We have a 90% plus success rate. If only your football team could do as well! For those interested in sponsorship, details are avail‐able from the Grant Supervisor (0419 277 907). All dona ons are tax de‐duc ble.

MORE PHOTOS OF NAIDOMORE PHOTOS OF NAIDOC DAY 2016C DAY 2016

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