The livelihoods of more than 33,000 Queenslanders and almost $5 billion worth of economic activity rely on a strong and growing independent schooling sector.
These are among the headline findings of a comprehensive examination of the contribution of Queensland’s more than 200 independent schools to the economy.
In 2020, Independent Schools Queensland commissioned economic analysts, AEC Group, to quantify the sector’s contribution to the Queensland economy and to the local economies in which they operate. The report, which is based on the latest available 2017-18 sector data, updates modelling undertaken for the first time in 2016 using 2013-14 data.
Due to the bushfires in New South Wales and over the Christmas period, our Term 1 Service Project was fundraising for the Port Stephens Koalas.
This not-for-profit organisation provides care to sick, injured and orphaned koalas to give them the best opportunity to be returned to the wild while supporting research and collaboration to preserve their habitat to ensure that future generations may continue to enjoy seeing wildlife in their natural setting.
If you as a family would like to donate and adopt a Koala, please check out their Facebook page or go to www.portstephenskoalas.com.au
The current Covid-19 crisis has seen schools working tirelessly to adapt and roll out distance learning quite quickly. St Paul’s Lutheran Primary School in Caboolture has already been providing an innovative learning environment that encourages students to take charge of their learning and to be independent workers who set their own individual learning goals. This learning framework has provided a strong platform for their teachers to navigate the current challenges related to the changing environment of education.
To gain some insight into how schools are handling these challenges, we chatted with St Paul’s Principal, Anton Prinsloo and the Head of Teaching and Learning Emma Bird.
“Within our school, we have a 1:1 iPad program where all students have ready access to devices. St Paul’s has for some time has been incorporating a software application into school time activities and home learning, which is also used as a daily parent-teacher communication tool.”
“Although distance learning has presented its challenges to all schools, St Paul’s has felt well positioned in the changes that need to be made as our students are already familiar with online programs and can communicate their learning in a range of ways because they are taught from a young age to work to their individual learning goals and to be responsible for their own learning.” Emma Bird said.
Principal Anton Prinsloo acknowledged that Student Wellbeing and Pastoral Care are at the centre of what our school is about. We care about the child as a holistic learner and care about every individual in our school community. Not only do we plan to provide a rigorous academic program, we are also putting layers of Pastoral Care planning in place so that students, parents and teachers feel supported, should we move to distance learning.
To prepare for the unknown, our school has taken a three-tiered approach in planning for possible distance learning. We have planned for what it could look like in the short term, the long term and we have also developed a ten day hard copy plan for all students, should they have internet connectivity issues throughout the distance learning period.
Along with their iPads, all students have been provided with a bag of essential learning items (including Literacy and Numeracy resources, writing books and pencils) to ensure the continuation of learning no matter what ‘schooling’ may look like next term.
“Families were provided a drive-through service to collect book packs, where staff members greeted them and placed the essential bag of items into their car window or boot,” Anton Prinsloo said.
Looking after our school community is our number one priority. By providing transparent and clear communication with families as well as by going above and beyond to show them that we care, we feel that our community are feeling supported and ready for whatever Term 2 will bring.
St Paul’s strives to keep school fees competitively priced. Built into the fee structure is a generous sibling discount.
In addition, families who have at least one child at both St Paul’s Lutheran Primary School and Grace Lutheran College will receive a Family Loyalty Discount.
Families will receive a total discount of $1,000 each year comprising of $250 off the eldest child’s school fees at St Paul’s and $750 off the eldest child’s school fees at Grace College. This deduction is on top of the normal sibling discount provided by each school.
For more information please contact either school office by calling St Paul’s
Lutheran Primary School on 07 5495 5899 or Grace College on 07 5495 2444.
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
The Year 6 Students went on their Outback – Roma West Safari Camp in Week 9 of Term 3. It was a learning experience that had many fun moments as well as moments that challenged all students and took them out of their comfort zones.
Here are some of the things our Year 6’s experienced: We stayed at various places in Outback Queensland such as the Columboola Environmental Education Centre, Ups and Downs Farm Stay in Roma, and the Jondaryan Woolshed. At Columboola, we participated in activities like orienteering and yabbying and at night we stayed in tents. After we left Columboola we visited the Miles Historical Museum which was one of the highlights of our trip.
For two nights we stayed at the Ups and Downs Farm Stay in Roma where we had to set up our own tents and blow up our air mattresses. It was very cold sleeping in our tents. While we were in Roma we visited the Roma Cattle Saleyards, which are the biggest sale yards in Australia. Then we had a Roma Town Tour and lunch at the Big Rig. After that, we visited the Great Artesian Spa, where we had a swim in the hot mineral spring waters. This was definitely another highlight of our trip.
On our last night, we stayed at the Jondaryan Woolshed where we all slept in a massive hall and watched a movie. It was like the biggest sleepover we have ever had. The next morning, we packed our stuff up and participated in the activities Jondaryan had to offer, including damper making, a visit to the animal nursery and a horse and cart ride.
Overall, this camp was one of the best we have had throughout our primary school. We all enjoyed it and learnt lots of new and interesting things. This year’s camp was a great success.
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.
This week in Junior Japanese we have been learning about the sakura (cherry blossom) festival, hanami. Cherry blossom festivals are an important custom and are held all over Japan during the spring. The students designed and decorated their own sakura trees. These are displayed in the Japanese classroom. I invite you to come and see our beautiful display.
Last week in Senior Japanese class we learnt about the Hanami festival in Japan. We watched a very interesting video that taught us many Japanese keywords in which the Japanese people use to describe the sakura (cherry blossom) trees. We drew our own sakura tree and wrote the Japanese keywords on the branches of the tree. They look Sugoi (amazing)! We are also learning eight classroom instructions which help us to understand classroom directions from Miller Sensei.
These include: *Mou ichido kudasai (One more time please);
*Shizuki ni shite kudasai (Please be quiet);
*Mite kudasai (Please look);
*Kaite kudasai (Please write);
*Akete kudasai (Please open);
*Te o agete kudasai (Please raise your hand);
*Yonde kudasai (Please read);
*Kiite kudasai (Please listen).
We have also been studying an enquiry unit about the geography of Japan.
These are our key questions:
a) Where is Japan?
b) What does Japan look like?
c) What are some customs of Japan?
It would be great if you could please have a conversation with your child about the wonderful things that we are learning in Senior Japanese class each week. For example, ask them to sing for you the ‘Japanese Classroom Instruction song’ this Thursday, which is to the tune of “Twinkle Twinkle Little Star.”
Arigatou Gozaimasu (thank you very much),