View
23
Download
0
Category
Preview:
Citation preview
Term 1 Week 9 of 10 - Friday 26th March 2021
Dear Parents, Carers and Students,
This weekend is Palm Sunday and Easter is almost
upon us and our observance of Lent has almost
come to an end. So how has Lent been for us this
year?
Just as we set aside time to spiritually prepare for
Christmas, it makes sense to set aside time to
prepare for the two most important days of the
Christian year. Lent is a time that offers us an
opportunity to come to terms with the human
condition that we may spend the rest of the year
running from and it brings our need for God to the
forefront of our minds and living.
Like Advent, Lent is a time to open the doors of our
hearts a little wider and understand our God a little
deeper, so that when Good Friday and eventually
Easter comes, it is not just another day at church but
an opportunity to receive and recognise God’s love
and blessing in our living.
With this in mind, we are placing the dates and
times of the various Masses and Easter Liturgies that
represent the journey of Easter so that together with
your family and your community, you will be able to
set time aside, plan for and participate in the most
important days in the Christian calendar.
With my warmest regards,
Des Noack
Principal
This Week’s Items
Upcoming Dates
Sacramental Dates
Term 2 Dates
Palm Sunday
Student of The Week Awards
Student House System
Grade 6 Camp
This Weekend’s Gospel
School Canteen
Kateri Update #4
Step 1.
Palm Sunday
Saturday 27th at 6.00pm &
Sunday 28th March at 8.30am & 10.30am
Step 2.
Mass of The Lords Supper
Thursday 1st April at 7.30pm
Step 3.
Stations of the Cross
Friday 2nd April at 10.00am
Step 4.
Celebration of the Lords Passion
Friday 2nd April at 3.00pm
Step 5.
Easter Vigil
Saturday 3rd April at 8.00pm
Step 6.
Easter Sunday
Sunday 4th April at 8.30am & 10.30am
Register your attendance
Bookings are essential for our Masses. To use the
online booking system we ask that you visit our
website.
https://www.resurrectionkingspark.org/ or
https://www.eventbrite.com.au/e/resurrection-
catholic-church-kings-park-tickets-128065763145
We are required to maintain attendance records
for contact tracing and to avoid turning
parishioners away at the church door when full
capacity is reached.
Livestream
The Easter Ceremonies will be live streamed. This
will enable families who can’t get to the
celebration to watch it from their home. Please visit
the website https://www.resurrectionkingspark.org/
Upcoming Dates Term 1 Week 10 Monday: 29.03
o
Tuesday: 30.03
o
Wednesday: 31.03
o Staff Meeting 3.40pm- 5.00pm
o PSG Meetings
Thursday: 01.04
o Last Day of Term
o School dismissal time – 3.15pm
Friday: 02.04
o Good Friday (Public Holiday)
Sacramental Dates YEAR 6 SACRAMENT OF CONFIRMATION:
TERM 3
Grade 6A - Thursday 26th August, 6pm
Grade 6B - Friday 27th August, 6pm
Grade 6C - Friday 10th September, 6pm
YEAR 3 SACRAMENT OF FIRST RECONCILIATION:
TERM 4
Grade 3A - Tuesday 23rd November
Grade 3B - Wednesday 24th November
Grade 3C - Thursday 25th November
Further information will be sent to families whose
children are participating in the sacraments closer
to the date.
Term 2 Dates Week 1 Monday: 19.04
o School resumes for all students
Tuesday: 20.04
o
Wednesday: 21.04
o Staff Meeting 3.40pm- 5.00pm
o Parent Information Night for Sacrament of
First Eucharist (Grade 4 Parents & Students)
Thursday: 22.04
o
Friday: 23.04
o Beginning of Term Whole School Mass
(Grade 6 & School Captains presentation.
Mass to be live streamed.)
Sunday: 25.04
o ANZAC Day
Week 2 Monday: 26.04
o
Tuesday: 27.04
o Staff Meeting 3.40pm- 5.00pm
Wednesday: 28.04
o Staff Meeting 3.40pm- 5.00pm
Thursday: 29.04
o
Friday: 30.04
o Class Mass – Grade 6’s
Saturday: 01.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 02.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 3 Monday: 03.05
o
Tuesday: 04.05
o
Wednesday: 05.05
o Staff Meeting 3.40pm- 5.00pm
Thursday: 06.05
o Mother’s Day Stall
Friday: 07.05
o Class Mass – Grade 1’s
o Mother’s Day High Tea (2.00pm – 3.00pm)
Saturday: 09.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 09.05
o Mother’s Day
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 4 Monday: 10.05
o
Tuesday: 11.05
o NAPLAN – Grade 3 & 5
Wednesday: 12.05
o Staff Meeting 3.40pm- 5.00pm
o NAPLAN – Grade 3 & 5
Thursday: 13.05
o NAPLAN – Grade 3 & 5
Friday: 14.05
o 2020 Catch Up Prep Dinner (Current Gr. 1
Parents)
Saturday: 15.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 16.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 5 Monday: 17.05
o
Tuesday: 18.05
o
Wednesday: 19.05
o Staff Meeting 3.40pm- 5.00pm
Thursday: 20.05
o
Friday: 21.05
o
Saturday: 22.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Sunday: 23.05
o Commitment Mass for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 6 Monday: 24.05
o Our Lady Help Of Christians Feast Day
Tuesday: 25.05
o Staff Meeting 3.40pm- 5.00pm
Wednesday: 26.05
o Staff Meeting 3.40pm- 5.00pm
Thursday: 27.05
o
Friday: 28.05
o Class Mass – Grade 6’s
Week 7 Monday: 31.05
o Reporting & Moderation Week
Tuesday: 01.06
o
Wednesday: 02.06
o Staff Meeting 3.40pm- 5.00pm
Thursday: 03.06
o
Friday: 04.06
o
Saturday: 05.06
o Sacrament of First Eucharist Mass
Sunday: 06.06
o Sacrament of First Eucharist Mass
Week 8 Monday: 07.06
o Student House Activity Day
Tuesday: 08.05
o Parent Support Group Meetings
Wednesday: 09.06
o Parent Support Group Meetings
o Staff Meeting 3.40pm- 5.00pm
Thursday: 10.06
o Parent Support Group Meetings
Friday: 11.06
o
Saturday: 12.06
o Commitment Masses for Sacrament of
Eucharist (Grade 4 Parents & Students)
Week 9 Monday: 14.06
o School Closure Day – Public Holiday
Tuesday: 15.06
o Parent Support Group Meetings
Wednesday: 16.06
o Parent Support Group Meetings Staff
Meeting 3.40pm- 5.00pm
Thursday: 17.06
o Parent Support Group Meetings
Friday: 18.06
o Beginning of Term Whole School Mass
(Grade 6 & School Captains presentation.
Mass to be live streamed.)
Sunday: 20.06
o ANZAC Day
Week 10 Monday: 21.06
o
Tuesday: 22.06
o
Wednesday: 23.06
o Staff Meeting 3.40pm- 5.00pm
Thursday: 24.06
o
Friday: 25.06
o Whole School Mass
o Semester 1 Student Reports Sent Home
o Last Day of Term
o Dismissal Time – 3.15pm
Palm Sunday of the
Passion of the Lord
‘Hosanna in the highest. Blessed are you, who have
come in your abundant mercy!’
This is the last Sunday of Lent, and the last Sunday
before Easter. This whole week we need to think
about the things that happened to Jesus during the
last days of his life on earth. We know that Jesus
suffered a great deal during these days and
because ‘Passion’ means suffering, we call this
Sunday ‘Passion Sunday’. Next week is very special,
and we call it Holy Week. Holy Week is the most
important week of the Church's year.
Encourage your children to remember Jesus this
week by bringing them along to the Holy Week
services in your parish.
As we accompany Jesus through Holy Week, no
matter what trials we may be facing, let’s pray for
confidence in God’s presence, that we may be
strengthened by it and filled with hope as we look
forward to Easter.
GOSPEL READING - The
Passion of our Lord Jesus
Christ according to Mark
(abridged)
They brought Jesus to the place called Golgotha,
which means the place of the skull.
It was the third hour when they crucified him. The
inscription giving the charge against him read: ‘The
King of the Jews’. And they crucified two robbers
with him, one on his right and one on his left. The
passers-by jeered at him; they shook their heads
and said, ‘Aha! So you would destroy the Temple
and rebuild it in three days! Then save yourself:
come down from the cross!’ The chief priests and
the scribes mocked him among themselves in the
same way. Even those who were crucified with him
taunted him. When the sixth hour came, there was
darkness over the whole land until the ninth hour.
And at the ninth hour Jesus cried out in a loud voice,
‘My God, my God, why have you deserted me?’
When some of those who stood by heard this, they
said, ‘Listen, he is calling on Elijah’. Someone ran
and soaked a sponge in vinegar and, putting it on
a reed, gave it him to drink saying, ‘Wait and see if
Elijah will come to take him down’. But Jesus gave a
loud cry and breathed his last. And the veil of the
Temple was torn in two from top to bottom.
The centurion, who was standing in front of him, had
seen how he had died, and he said, ‘In truth this
man was a son of God’.
GOSPEL REFLECTION
In this Sunday’s gospel, we rightly hear a lot about
victims – people, who through no choice or fault of
their own, have been dealt with wrongly by others
who are free to act otherwise and who know better.
In some of the ways we think about the passion,
Jesus becomes God’s victim. Through no fault of his
own, and seemingly powerless in the face of his
Father’s will, Jesus becomes a victim of God’s need
for a sacrifice, a ransom or atonement.
As a result, many of us can feel that sometimes we
are God’s victims too, because if God wanted Jesus
to suffer and die, why
should we be surprised or
complain when we
receive large crosses to
carry as well?
Mark’s account of the
passion tends to reinforce
Jesus as victim. Mark has
Jesus eating with the
outcasts, his friends
betraying, denying or
deserting him. He tells us
that Jesus is terrified at the
prospect of death and
calls on his ‘Abba’ or
‘daddy’ to help him out.
In the end he accepts
‘the will of God’ but even
then feels abandoned by
God on the Cross.
I often think we misread what Jesus is referring to
when he accepts God’s will in the Garden. Rather
than refer to the particular will of the Father to see
Jesus suffer and die on Good Friday, I think it’s more
helpful and consoling to understand it as referring to
God’s will that Jesus remains faithful to the way he
lived. If by doing that Jesus threatened the religious
and political authorities of his day so much that they
have to murder him, then his death is the ultimate
sacrifice which reveals how far God was prepared
to go in love for us. This reveals to us that Jesus came
‘to live’, and that by faithfully living this life he was
put to death by the powers of sin. Through the cross
we see the price to be paid in confronting sin in our
day and obediently living out the demands of
God’s kingdom of justice and peace.
This Holy Week let’s celebrate that God spared
nothing in showing us how to live. As we
commemorate Jesus’ life, death and resurrection
may we move from being victims of a bloodthirsty
God to choosing again to follow Jesus’ example
and live lives which are faithful, loving and
obedient. May we also appreciate that this life
continues to, literally, threaten ‘the hell out of’ those
opposed to the reign of God in our world, but that
as Jesus was faithful to God and God to Jesus, so
they will remain faithful to us as well, no matter what.
© Richard Leonard SJ
Mathletics is a program that engages students and
provides updated visuals, challenges, and activities
that will keep them captivated with maths.
Congratulations to Francis T (2B) who received his
first silver medal in Mathletics this week, after
achieving 5 bronze medals in as many weeks. Well
done Francis T!
Friendship, Conflict &
Social Development
In the past couple of weeks, I have spoken to
several families regarding issues that occur from
time to time between children, issues of friendship,
conflict or social development.
The following is simply a reflection I wish to share with
you on the challenges that children face as they
grow and participate in life beyond the boundaries
of family life.
------------------
Friendship dynamics in the playground can be
tough and complicated for children to
comprehend.
Children surely should just all get along and play
nicely, what have they got to be worried about?
Yet I myself struggle to understand situations
amongst adult friends even now, and that’s as an
adult.
Children can be the best of friends one day and not
the next. Normally most friendship situations in which
“I’m not your friend anymore” resolves itself within a
day. Children, like adults, can have off days and
children like adults have the right to choose who
their friends are. Granted that when a child says,
“I’m not your friend anymore” it is hurtful to the child
involved. They will be sad but having them
understand that it is not their fault is important in
building up their resilience.
Resilience involves being comfortable enough with
who you are to understand that certain situations
are out of your control.
The interactions that occur daily between children
are constant opportunities for them to learn the
social and relational dynamics of society. To
experience and understand what is appropriate,
what is not appropriate, when it is necessary to be
compassionate to another, forgive or even take a
stand. Every interaction for a child, and even us as
adults, be it positive or negative, is an opportunity to
become more fully human.
For us as parents, the ghosts from the past are never
far away and can sometimes influence the way we
react to current circumstances, including when our
own children experience difficulties in their
relationships inside or outside school.
Bullying is an insidious behaviour that transgresses
children’s natural right to feel safe and secure. It
can adversely affect their learning, emotional well-
being, further peer relations and their sense of self.
Bullying can take many forms and guises including
physical and emotional abuse, intimidation,
harassment and exclusion.
Bullying is not the domain of one gender. Girls bully
just as much as boys but they do it in less physical
ways. While boys use physical intimidation or verbal
abuse to wield power, girls are more likely to use
exclusion or verbal sarcasm to assert themselves.
And in that lies the key to understanding what
bullying truly is about, it is the wielding of power over
another, to disempower another, to abuse,
intimidate, harass and exclude.
Bullying should not be confused with teasing,
rejection, random acts of violence or physicality
and conflict.
While children will often tease or fight, or express
themselves in ways that we as adults would consider
inappropriate given our maturity, it is because of a
child’s immaturity, lack of understanding and ability
to communicate their feelings that conflict can
occur. This should not be confused with bullying.
Bullying is the selective, intentional, uninvited,
repetitive oppression of one person by another
person or group.
And so, amongst all the dynamics that occur within
our school, we, as a Catholic school, endeavour to
use every opportunity to assist our students to learn
how best to live, learn and play with others, to be
compassionate, empathetic, resilient
and use the strategies and structures within the
school to ensure that they feel safe, happy
and included – no matter their gender, their
age, their race nor disability with the hope that they
will become adults that “just all get along and play
nicely”.
0A Amelie L - For learning to read and write
her ‘red star’ words. Well done, Amelie!
0B Nathan Z- For practising to write your
name and numbers everyday. You are trying
your best and making good progress. Keep
up the great work Nathan!
0C Kara F- For practising writing the numbers
to 10. You showed great persistence! Well
done Kara!
1A Varaoso K- for your enthusiastic approach
to learning all 300 Oxford Words. You have a
fabulous love of learning that shines through
every day. Keep up the great work!
1B Alyssia P - For always asking relevant
questions during class discussions. Well done!
1C Jamie C- for displaying whole body
listening during class discussions and
throughout Mr Noack’s presentation. Well
done, Jamie!
2A Samba J- For learning all 300 Oxford High
Frequency Words. Congratulations. Keep up
the great work!
2B Francis T - For being a persistent learner
and scoring his first silver Mathletics medal for
2021. Well done Francis!
2C - Chris Q - For taking risks in your learning
and giving thoughtful responses during
whole class discussions. Well done Chris!
3A Sophie C - For demonstrating the learner
profile attribute of ‘Inquirer’ through
investigating homophones while reading.
Well done Sophie!
3B Dayton T- For demonstrating the learner
profile attribute of ‘Inquirer’ through
investigating homophones while reading.
3C Olivia G - For demonstrating the learner
profile attribute of ‘Inquirer’ through
investigating homophones while reading.
Well done Olivia!
4A Calvin P - For being a communicator and
risk taker. He expressed himself using a
persuasive text and challenged himself to
convince others of his perspective.
Lotonuu A - For being reflective and
considering a friend's point of view.
4B Lily D - For being a responsible learner and
showing outstanding initiative in literacy
groups.
4C Aguer L - reading regularly at home to
help him improve his reading and
comprehension.
5B Isabelle P - For consistently demonstrating
compassion and empathy towards others.
Well done, Isabelle!
5C Daw D - For being a kind and considerate
student who consistently demonstrates that
he is willing to help out his peers. Well done
Daw!
Specialist Awards
Japanese:
Ralphael J (5C)- For working hard and striving
to achieve his best in Japanese.
Nyanyok N (6A) - For being a great helper in
Japanese. Also, her positive attitude towards
to Japanese.
Pech T (6C)- For always having a positive
attitude to his learning and consistently
presenting his work to a high standard. Well
done!
Isaac S (2A) - For his excellent work in
Japanese. Well done!
Performing Arts:
Carlisle C (5C) - For bringing his electric guitar
to school to play for his class. An excellent
effort!
P.E:
Biephatha A (Prep C) - For demonstrating an
amazing running technique.
Visual Arts:
Carole M (2C) - For being a balanced
learner, taking her time to create her work
and maintain focus consistently in art.
S T E M:
Erica C (6C) For Dedication and
Commitment towards STEM Activities
Activities.
Medical Notice
Regarding Sending
Sick Children To School
In the past two weeks we have seen a rise in the
number of students arriving in sick bay prior to
morning recess and lunchtime.
We very much understand that a sick child for
yourself can represent a day off from work, or
having to reschedule important meetings or
appointments if a carer is not available. We have
staff who, like yourself have children and have to
make the same call from time to time, when their
own child is ill.
There are two particular reasons that children are
excluded from school while they are ill, sick or
unwell. Firstly so that they have the chance to
recoup and get well, and secondly, so that their
illness is not passed on to others. COVID-19 has
certainly reinforced why this action is necessary.
The following is a guide to assist you in making the
call if to send them or keep them home. But please,
if they are pale and clearly unwell, please do not
send them to school. Home, bed and rest are the
best medicines for improving their health.
Stay home when unwell
The most important action school communities can
take to reduce the risk of transmission of COVID-19
is to ensure that any unwell staff and students
remain at home and get tested, even with the
mildest of symptoms.
Students with underlying conditions (such
as hay fever or asthma)
If a student has persistent symptoms due to an
underlying condition such as hay fever or asthma,
the student should still be tested for COVID-19 if they
develop symptoms that are different to or worse
than their usual symptoms. Students whose
symptoms are clearly typical for their underlying
condition can continue to attend school.
Parents/carers should also consider getting a
medical certificate from the child’s treating GP to
confirm that it is safe for them to attend school with
persistent symptoms that may overlap with some of
the symptoms of COVID-19 such as cough or runny
nose.
Young children with persistent mild
symptoms
For younger children (in Prep to Year 2) who have
had a negative COVID-19 test that was taken after
they developed symptoms, the decision about
return to school should be made in conjunction with
the child’s treating GP.
If the GP is satisfied the child has recovered from
their acute illness, is otherwise well and does not
need a repeat COVID-19 test, the child can return
even if they are not completely free of symptoms.
Any worsening of symptoms will require review and
repeat COVID-19 testing, if considered appropriate
by the doctor. Students with a negative COVID-19
test whose symptoms have completely resolved do
not need a medical certificate to return to school.
Keep a Sick Child at Home if
You See the Following:
Fever. This is one symptom that automatically rules out
school, no questions. Your sick child should be
fever-free without medication for at least 24 hours
before you send him/her back to school. As a
school, we do not administer over-the-counter
fever-reduction medication; instead, we believe
that it is definitely worth keeping your child home,
making sure they drink plenty of fluids so they can
recover from whatever they are battling.
Diarrhoea. This could be a sign of a viral infection, so it’s best
to keep your child at home. It’s also important to
keep rehydrating him/her with an oral rehydrating
solution when s/he has diarrhoea, and the best
way to do that is by keeping him/her at home.
Vomiting. Aside from the fact that your child won’t be
comfortable, s/he could vomit again. Keep
him/her home until s/he has gone 24 hours without
throwing up – that way you won’t feel guilty if you
send him/her to school and we call you up to come
and collect your vomiting child.
Cough. Coughs can spread infection to other students. A
serious cough can also keep a child from getting a
good night’s rest, which means s/he’ll be too tired
for school in the morning. As a general rule, if your
child has a wet cough, particularly if it’s
accompanied by breathing troubles, seek medical
advice/ get a COVID-19 test and keep them home
until the cough has subsided.
Rashes. Skin rashes could be a sign of a contagious
infection, such as impetigo. You should have a rash
evaluated by a doctor before sending your child to
school.
Conjunctivitis. This infection can quickly and easily spread from
one child to another, as many parents of primary-
school age children already know all too well.
Keep your child home until the doctor says s/he is
no longer contagious.
Stomach ache. This one can be tough to call. If s/he doesn’t have
diarrhoea and isn’t constipated, tummy trouble
could be caused by any number of things from
anxiety to food poisoning. If the stomach pains are
minor enough to allow your child to continue
walking and behaving in his/her usual boisterous
fashion - and there are no other symptoms – this
might be one of those times worth risking sending
him/her to school. Later, you can talk to him/her
about any emotional issues that may be on his/her
mind.
Ear infection. As with coughs, you should evaluate all his/her
symptoms before making the call. If s/he has mild
ear pain, s/he’ll likely be fine; but if s/he’s clearly
uncomfortable, s/he will have trouble
concentrating in class anyway and should be kept
at home. And if there are any other accompanying
symptoms such as a fever, it’s a definite sick day.
Trust your instincts. If your child seems lethargic and
is just not themselves (if s/he’s not interested in
playing, that is often a big clue), keep him/her
home and monitor him/her for any signs of illness.
If we follow these simple guidelines,
our children will be far healthier and
happier.
Thank you for your understanding and assistance.
Sweet as Honey
As part of our Inquiry Unit ‘Farm to Table’, the Grade
1 and 2 students have been learning about the
foods we eat and how they go through several
stages from origin to consumption. This week we
have been focusing on how bees make honey and
on Monday we were thrilled to have Mr Noack bring
to school all his honey making equipment! (Minus
the bees!)
We made so many new discoveries whilst watching
Mr Noack, in his beekeeping suit, showing us how
honey is produced.
First we watched all the wax being scrapped off the
top layer of the frame. We even had the
opportunity to touch the frames where the bees
make the cells to store their honey. Then there was
lots of spinning to make sure the honey moved out
of the cells and to the bottom of the churner.
We then passed the honey through a sieve which
helped remove the big bits of wax, leaving smooth
flowing honey.
The honey was a deep yellow colour and tasted so
sweet and absolutely delicious!
Queen Bees
There is one queen bee per hive - she is the mum of
all the other bees. She is the only fertile member of
the colony, and lays about 1,500 eggs a day during
spring and summer.
Queen bees are distinguished from the other
members of the hive by their long abdomens and
small wings. Soon after birth, queen bees will go out
and have a wild weeked, where they mate with 15
or more drones over a three-day period before
retiring to the hive to lay eggs. The queen will not
leave the hive again unless the colony swarms
(looking for a new home).
When the colony needs a new queen bee, they
simply choose a healthy larva, hatched from an
egg of the current queen, and feed it royal jelly, a
special, super-nutrious food. Royal jelly, produced in
the heads of young nurse bees (worker bees whose
job it is to care for the larvae), helps this larva grow
into a queen. Queens can lay about 1,500 eggs per
day and can live from 4 to 7 years, that's up to 57
times longer than a worker bee - it's no wonder
humans love adding royal jelly to their diets, too!
Worker Bees
Worker bees are the most familiar-looking member
of the honeybee hive, as they make up about 99%
of each colony's population.
Worker bees are all female, and they do almost
everything for the hive. From birth to her death 45
days later, the worker bee is given different tasks to
do during different stages of her life. Worker bees
are responsible for everything from feeding the
larvae (the baby bees), to tending to the queen, to
cleaning the hive, to collecting food, to guarding
the colony, to building honeycomb.
The stinger of the worker bee is barbed, so when she
is forced to defend herself or the hive, her stinger will
become stuck in the skin of her victim. She is unable
to pull it out, and dies when she inevitably tears
herself away from the stuck stinger, leaving it behind
with the venom sack still pumping venom into her
victim. Consequently, honeybees are very gentle -
they don't want to die any more than you want to
be stung. Be nice to them, and they'll be nice to
you.
Kateri Update #5 If you want children to keep their feet on the
ground, put some responsibility on their
shoulders.” - Abigail Van Buren
Becoming responsible begins by doing basic
household chores. Encourage the kids to take out
the bins and teach them about recycling and zero-
waste. They can learn about which items in which
household items can be recycled and how. This can
be done by organising separate bins for paper,
plastics, cardboard and so on. You can also get
them to be creative through this by inspiring them
to craft things, such as flower pots or accessories
with the waste, hence instilling the concept of
upcycling and repurposing
Know your options!
Each Council will have their own ideas of what
should be recycled, so check what your Council
recycles - often there will be a number on items that
can be recycled, so it's important to know what
numbers your Council accepts. There are, however,
a few golden rules that everyone operates by.
For example,
a) you can't throw broken glasses into the recycling
- this is because it is tempered (heat treated). It can
contaminate a whole load of recycling, meaning
those glass bottles don't get to have a new life.
b) paper towel is not recyclable, because it is paper
that has already been recycled a few times.
c) aluminium foil is recyclable (only if it's clean).
d) food is not recyclable with your weekly or
fortnightly collection, so any containers with food
particles will not be recycled.
It is recommended that you eat the food before
recycling its container. Check out series like War on
waste, Australia or SITA website to improve
awareness.
The air is less polluted, the sky clearer, and the water
cleaner. Self-isolation and social distancing to an
extent have reduced the carbon footprint giving
the planet a chance to breathe and hence 2021
has become the most important Earth Hour year.
Let us Join millions of people around the world and
switch off your lights in support of nature and
our planet on Saturday, 27 March, 2021 at 8:30pm.
Interested in more information or joining Kateri
Please email us at:
kateri@rskingspark.catholic.edu.au
Thank you for reading!
Note: all picture courtesy –google
School Canteen
Thank you to all the families that responded to the
Operoo form regarding our school canteen.
We received 182 responses which is a fantastic
result and has provided with a huge insight as to
what our community is looking for in providing a
canteen service at the school.
The following provides you with a snap shot of the
responses provided:
How often would you use the canteen? 1 day per week 74 2-4 days per week 30 Occasionally 55 Everyday 6 Never 17 Have you ever volunteered in our canteen? Yes 11 No 171 Would you be available to volunteer in the future? Yes 58 No 124 Would there be any barriers to your use of the canteen? Parents could select more than one.
I would prefer more choices were made available 121
I want complete control over what my child is eating 31
The food is too expensive 32
I don’t feel the canteen offers healthy enough food 26
If you have used the canteen in the past, which items do you generally order?
Drinks
Hot Foods
Lunch specials
Sandwiches
Toasties
Zooper Doopers
Which items would you like to see more of? (This is only a small selection of what was suggested but gives an insight into the range of expectations regarding a canteen menu. That will be the job of the Canteen Committee.)
I would like to see more of healthy foods.
Hot food choices
Asian food
Rice Pasta
Chicken burgers Chicken strips Hot chips
Salads. Sushi, rice paper rolls, salad wraps, fruit cups, corn on the cob, wedges
Hot food like pasta, pies, soups Schnitzel Just sticking with all different types of healthier options.
I like everything
More homemade meals
Fun, tasty healthy food that are like treats e.g. - watermelon, sushi, rice paper rolls, milkshakes with fruit e.g. banana, whole meal fruit muffins etc. so they can enjoy healthy food and see it as fun and it becomes a habit- regular choice in their diet.
I would like to see a lot more variety across a whole range of foo, I did like the Fridays were allocated to more hot food it gave the children something to look forward to as a reward or treat to finish of the school week
Snack foods so whole lunch was still brought from home but a treat as an option? Small dips/biscuits, cheeses, veggie sticks. Popcorn varieties. Bread varieties, focaccia, croissant. Icy pole varieties. Small snack size foods instead of meal size
Zooper doopers are a must have!
Fruits and fresh balanced meals
Home cooked meals I would like to see a variety of cold foods such as salads, sushi
Hotdogs available every day of the week not just on a Friday!
Homemade food (pizza and pasta), sushi, smoothies
Soups Sushi, food from different cultures as a lunch special
Items with limited/compostable packaging. Freshly prepared options, such as daily specials like fried rice, pasta dishes or sushi Meals from around the world like perhaps a feature meal once a month to entice kids to try new
Which items would you like to see less of?
Expensive unhealthy products
Fatty processed foods
Fried foods Pre package food
Frozen meals
High sugar foods
Junk food
Processed food
Salads, kids don’t eat salads
Sugar based foods
Sugary drinks
Toasties
Unhealthy food.
Zooper dooper
How much do you typically spend in total at the canteen per week? $5 to $10 was the most common response. If you are a parent or carer, who chooses what to order from the canteen? Both - Child & Parent/Carer 122 Child 42 Parent/Carer 18 Does your child/children have any special dietary needs or preferences? Lactose intolerant 3 Low Fat 17 Low Kilojoule 6 Low Salt 6 Low Sugar 31 Vegetarian 2 If your preferred foods were available, how often would you be prepared to order from the canteen? 2-3 times 43 2-3 times a term 8 Once a week 86 Daily 6 Never 3 Once a fortnight 1 Once a month 8 Once a term 11 What additional services would you like to see the canteen offering? A cashless system 54 A separate menu for special events 82
Online ordering 135 Are you prepared to participate in a focus group in developing the canteen strategies for the school canteen. 50 parents responded that they would like to participate in a focus group to develop a canteen strategy.
You can see that the Canteen Focus Group has
much to discuss. A further Operoo form will go out
to the parents who indicated that they would like to
be part of the focus group so that we can get the
canteen, in whatever form it takes, up and running
as soon as possible.
Grade 6 Camp These pictures certainly tell a story as to how much
fun our Grade 6’s are having on camp.
Recommended