What is your vision for your school community in 2021?
Our vision for St Paul’s Lutheran Primary School is to have a community where everyone feels safe, comfortable, and happy. It would be great if everyone could speak freely about their experiences and concerns if they have any.
We would like to see the students co-operating, collaborating, communicating, and having fun.
At St Paul’s our learning is exciting and challenging. We encourage other students to have a go and know that it is OK to make mistakes.
We feel honoured to be the School Captains for this amazing school. We look forward to serving our school community in 2021.
– Jorja, Cooper, Ruby and Noah.
Each morning the Prep children participate in a fun Perceptual Motor Program which develops their coordination, balance, core strength and midline capacity.
Saturday 13 March from 9.30am to 11.30am – For 2022 students and beyond.
Bring your child to our Come & Play Day where they can
meet our staff, make new friends and learn about our school.
At St Paul’s we believe every child is an individual and we encourage them to realise their potential through a balance of Christian values, an innovative curriculum, flexible learning spaces as well as fun and challenging co-curricular activities. Come and experience why our community is a special place for students, teachers and families.
Contact the school for an enrolment pack or to
book your no-obligation personalised tour.
Follow this link to RSVP https://stpaulslps.qld.edu.au/come-play-prep-2022/
On Wednesday 14 October, the Year 6 students, accompanied by Mr. Riley, Mrs. Cottrell, Mrs. Schneider, Chappy Teneille, Mrs. Mali, Mr. Bloxham and Mark, our wonderful bus driver and guide, departed for a three-day, two-night tour of Hervey Bay!
Although this was a change from the style of camps Year 6 has been on in previous years, it was the perfect experience and location to enjoy after all the hurdles 2020 has brought.
It really was a stress-free, rewarding experience for every student! The camp we stayed at, Camp Pialba, provided delicious food and activities such as basketball, volleyball, pool, table tennis, air hockey, and even a movie night with fresh butter popcorn! We got to travel back in time with visits to the extensive, interesting Hervey Bay Historical Village and the Mary Valley Rattler steam train. We enjoyed a spectacular morning on board The Spirit of Hervey Bay, where we were lucky enough to sight a mother humpback whale with her week old calf. Fun was had in spades at ten-pin bowling, enjoying a morning stroll along the Urangan Pier, souvenir-buying, and cooling off at the Wetside Water Park, Hervey Bay.
As the Year 6 cohort for 2020 nears the end of our primary school journey, every student treasured this opportunity to enjoy some time out of the classroom with our friends before preparing to head to different high schools in 2021. We have no doubt that the memories we made on this tour will stay with us for years to come!
The Reggio Emilia approach to education refers to the classroom (learning environment) as the ‘third teacher’. The premise is that the learning environment is an essential ingredient in igniting learning.
Traditional rows of desks and chairs do not typically exist at St Paul’s. Our classrooms are fitted out with furniture that is described as agile or flexible: stadiums, community booths, standing desks, floor tables, wobble stools, ottomans, carpet mats and more.
Students are given choice in where they undertake learning tasks. Why? The reasons are many:
.. When we started reassessing our classroom furniture in 2015, we learned from occupational therapists that desks and chairs do not suit the bodies of 83% of school students. We found that students will naturally gravitate to positions that suit their body type when given choice.
.. Most furniture is easily adjustable and portable, meaning teachers and students can change the configuration of the furniture according to the learning taking place. This also includes each teacher now having a mobile Kaboodle rather than a stationary teacher’s desk occupying a significant space in the classroom. The design of learning experiences is limited only by the imagination of teachers and students, and not by the rigidity of the traditional classroom.
.. The industrial model of education promoted uniformity amongst students, requiring them to be seated in a consistent and regimented fashion. We aim for our classrooms to be comfortable and inviting, where unity eclipses uniformity.
Our classrooms resemble airport lounges in that, in order to optimise learning, students can choose their seating (or otherwise) according to the activity they are engaged in. For example, students might choose a standing desk for collaborative work, a bean bag for sustained reading, and a traditional desk and chair for independent writing.
.. Active furniture such as wobble stools, balance boards and pedal units give students the opportunity to unobtrusively fidget and wriggle. This satisfies a young body’s need for movement, while not disrupting the learning of their peers or themselves.
.. Writeable surfaces encourage risk-taking and prototyping, in an attempt to ensure learning remains activated. This addresses an element of the Commitment and Consistency Principle, which suggests that learning can switch off when a student puts something in writing, due to the feeling of permanency. This also allows us to capture the learning moments on our iPads, enabling students to come back to their pre-knowledge and train of thought when next engaging with that particular learning event.
.. Standing desks, community booths and grouped desks promote connection, communication and collaboration, which are attributes recognised globally as essential in the 21st century.
Each St Paul’s classroom has a diversity of furniture that allows teachers and students to adopt Professor David Thornburg’s archetypal learning spaces. Examples of these spaces include: (i) the campfire, a space where students can gather to learn from an expert or guru; (ii) the cave, a quiet and reflective space where students can activate their diffuse thinking and shift their learning from external knowledge to internal belief; and (iii) the watering hole, an informal space where students can collaborate, share
information and discoveries and bounce off each other, thereby serving as an incubator for ideas.
Students are explicitly taught how to engage with their agile learning environments. They are exceedingly capable of rising to the maturity required to make responsible choices and to be accountable for their decisions. We often underestimate what our children are truly capable of when we invest time in instilling quality values, and then step back and
trust them to make discerning decisions.
Student engagement has improved significantly since the introduction of agile and flexible furniture at St Paul’s. We attribute this in part to the spaces meeting some of our students’ basic physical (e.g. comfort and movement) and psychological (e.g. choice, trust and control) needs, freeing their minds to better focus on the tasks ahead.
Our approach to school furniture is adopted not only for students but also for staff. When staff come together in our shared space, they have the freedom to sit on traditional chairs, high chairs, stools or couches. They can stand with their back against a wall or they can sit on the floor. They can recline on a lounge with a leg folded under them or stretch their legs out. We know that each member of staff has different physical needs
and our desire is to provide a variety of options to enable them to secure a comfortable position in order to focus on the task at hand.
We do appreciate that the look and operation of our classrooms are a significant departure from the schooling experience of most adults in our community. As such, the invitation always exists for parents/carers and other adults to see our learning spaces in action. You don’t need to be a new or prospective parent to book a personalised tour of our classrooms. No matter how long you have been in our community, you are always welcome to have a close inspection of the reality of a contemporary classroom by booking a customised tour.
St Paul’s Lutheran Primary School in Caboolture has been announced as a finalist in the Primary School of the Year category in the 2018 and 2019 Australian Education Awards.
This national recognition is an affirmation of the incredible people who make up our community – students, parents and the staff, said Principal, Anton Prinsloo. St Paul’s is not about any one person, any one program or a culture of empire building – it’s all about the children and what is best for all the students in our care. He went on to say that this recognition is an affirmation of the outstanding learning programs, the contemporary learning philosophy, and numerous opportunities on offer at St Paul’s.
We are a smallish primary school involved in programs and providing offerings normally associated with large primary schools. Every week, without fail, our school newsletter is filled with acknowledgements, celebrations, and stories of our school community. Key to this are strong, honest, trusting and very transparent working relationships which the school has with its parent community, he said.
St Paul’s has, over the past 6 years, been at the forefront of transforming its teaching and learning philosophy to research-based innovative primary school teaching and learning programs to ensure improved student engagement and ultimately improved student outcomes. The school has during this time introduced a 1-1 iPad program from Year 1 to 6, flexible learning spaces consistent flexible learning frameworks for literacy and numeracy from Prep to Year 6 as well as Inquiry Learning Framework across all year levels. The school also differentiates across its learning programs for all the students, meaning that they don’t prescribe to a one size fits all mindset when it comes to delivering the Australian curriculum.
Mr Prinsloo said that high quality whole staff professional development, the exceptional staff which model an attitude of selflessness, every day, growing a culture of it’s okay to make mistakes, conducting parent workshops and keeping the parents informed about their child’s journey at St Paul’s underpins the culture which is our community.
Year 4, 5 and 6 in Senior Japanese have had a very exciting focus this term as we have linked the Japanese language with literacy. I have been so pleased with how much interest and enjoyment that the students have shown with these Japanese texts. In Year 4, we are learning to read a Japanese text called, “Ekiben Shinkansen.” ‘Eki’ means train and ‘ben’ refers to a bento box, therefore it refers to a bento box meal that we eat on a train.
We have learnt the word for ‘bullet train’ which is a ‘shinkansen’ and we are learning to write this word in hiragana (しんかんせん). All students loved seeing Miller Sensei’s videos of the five shinkansen’s that she travelled on in the recent school holidays within Japan!
In Years 5 and 6, we are learning to read an old Japanese folk tale called, “Omusubi Kororin.” ‘Omosubi’ is an old fashioned Japanese word for onigiri. ‘Kororin’ means rolling so it is translated as, “The Rolling Rice Ball.” Our learning intention is to retell the story with Japanese words, phrases and Japanese sign language. Students have been encouraged to read and write the title of our story in hiragana. They are also learning how to read and write three kanji characters representing three keywords from our story. They include tree (ki), river (kawa) and mountain (yama). Please see examples of the Japanese writing forms below –
“Omusubi Kororin” (おむすび ころりん) tree 木 river 川 mountain 山
Please notice the link above with the Year 3 Junior students learning the kanji for Thursday (木) and the Senior students learning ‘ki’ for tree (木). This is purposeful as the Senior Japanese program compliments and builds upon prior learning in the Junior Japanese program at St. Paul’s. Walker Sensei and I are meeting on Monday, Week 3 to ensure that seamless planning and programming occurs for all students in 2020.
“Onigiri Action” is a social justice action program that attempts to ‘change the world with onigiri.’ It is a wonderful initiative that the students and are supporting from the 7th October – 20th November 2019. Senior students are encouraged to bring in an ‘omusubi’ rice ball every Thursday to Senior Japanese Club. Miller Sensei will then take a photo of the omusubi (food photos only) and upload it to the website. For every photo posted with the hashtag #OnigiriAction, their partner organisations will provide 5 school meals to children in need (Africa and South East Asia). Let’s make ‘onigiri with love’ for children in need all around the world! A $1.00 colouring competition has also begun to raise much needed funds for this great cause. Prizes will be awarded to each year level from Prep – Year 6. Please donate $1.00 and receive your colouring entry outside the Japanese classroom for the first 10 minutes of every lunchtime for the next three weeks.
Ganbatte kudasai, (Good luck)
Miller Sensei J
This Term in Japanese, the Year 3 students are learning how to say and write the ‘days of the week’ and use these words in a basic sentence. Every day ends with the word 曜日 (youbi), which means “day of the week”. The only difference lies in the first character.
• 月 (getsu) means moon, so Monday is the day of moon.
• 火 (ka) means fire, so Tuesday is the day of fire.
• 水 (sui) means water, so Wednesday is the day of water.
• 木 (moku) means tree/wood, so Thursday is the day of wood.
• 金 (kin) means gold, so Friday is the day of gold.
• 土 (do) means soil/earth, so Saturday is the day of earth.
• 日 (nichi) means sun, so Sunday is the day of sun.
The students really enjoyed creating small ‘days of the week’ works of art using the kanji symbols and water colours. The artworks are on display in the Japanese classroom and we invite you to come in and view them.
Walker Sensei J
Book Week is celebrated annually at St Paul’s and we started the week off with the opening of our Book Fair. A very big thank you to everyone who came and supported this event. It was a huge success enabling us to purchase new resources to benefit the students. Congratulations to Addy who won the $50 book raffle which was generously donated by the Book Warehouse.
Next we had our Book Blanket with the Year 6 students reading to students from Kindy to Year 5. This was a wonderful event as it really showcased the idea behind Book Week – where children and books are brought together. Well done to all our readers!
It was great to see the students and staff getting into the spirit by dressing up as as a book character for our Dress-up Parade.
As part of the celebrations for Book Week, the students were invited to create a poster based on the Book Week theme ‘Reading is my secret power’. All students who entered did a fantastic job, congratulations our winners.