Principal’s Report

Our Step Up

With only 4 weeks remaining this term, there are still a number of date-claimers for families, including: Free Dress Day (Music); Life Education; NAPLAN (Year 3 and Year 5); Gateways Junior and Senior; Year 3 Indigenous incursion; senior cross-country and our annual Easter bonnet parades. Our teachers will also be participating in full day year level planning in preparation for Term 2.

I would like to commend our students on their commitment to their learning this term – there is a sense of pride in achievement and in ‘having a go’ at new learning experiences across all year levels. Our teachers are all committed to sharing the wonder of new knowledge with their students and thoroughly enjoy seeing that magic moment when a child attains new knowledge or a skill that they have being exploring and working towards.

A reminder that our P&C "Pick the Hit" bingo is scheduled for Saturday 16 March in the school multi-purpose Hall. These nights are always a great success and offer families the opportunities to not only test their knowledge but also the opportunity to meet other members of our school community.

Take care
Deborah Driver

Best wishes

Deborah Driver
Principal

Photographs

It is wonderful to capture key moments of your child’s development while at school, friendship groups, sporting days, musical experiences and special events with photography. As we live in a world of social media, we need to be aware of some protocols around photography and sharing information. Please consider the following:

- Photograph your child only, or ensure you have sought permission from other parents if there are group shots. Some parents do not like their children being photographed by people they do not know.
- Some children who are wards of the state are not allowed to be photographed.
- Do not post any photograph on social media that pictures children other than your own. If you wish to, ensure you have received permission from other parents.
- Please ensure you have appropriate limitations to your social media accounts so that strangers cannot access your child’s images.

Please discuss any concerns with the school.

Thinking Room

We have had a number of parents and younger students ask about “Thinking Room”.

Students may receive a session in “Thinking Room” as a consequence for inappropriate or unacceptable behaviour in the classroom and/or playground. This involves the student missing out on some playtime to reflect on their behaviour, while discussing more appropriate ways of behaving. This is a calm environment for students to engage in learning about appropriate behaviour with the “Thinking Room” teacher.

Students will write their thoughts on a reflection sheet which they will take home to discuss with their parents, have it signed and returned to school. This is to ensure parents are aware that a consequence has been given, as well as the behaviour.

If you wish to discuss this further, please feel free to contact one of the leadership team at school.

Farewell

I wish to thank the entire school community for their well wishes on my retirement this week. It has been a privilege to be part of your child’s education journey while at Camp Hill. Teaching has been my passion and I have enjoyed the challenge of the last 16 years at Camp Hill. Last week I was surprised with the naming of our performance stage – The “Michael Frearson Outdoor Performance stage.” I believe it will be known as the “Sparkle Deck!” and I hope it will be well used by students for many years to come. Thank you to Mrs Bryden, P&C and the school for funding and organising the project.

I have been inundated with thanks from many of the parents and students, both past and present – it has certainly been a very humbling experience.

I look forward to watching how the school progresses in the lead up to the School’s Centenary in 2026.

Deputy Principals

Farewell from the Camp Hill community to two extraordinary educational leaders who have touched the lives of thousands of Camp Hill students, and their families, and who truly made a difference. Thank you.

The following brochure outlines important information for parents about the NAPLAN assessments that will take place in Week 8 this term.

Students in Years 3 and 5 will undertake a NAPLAN Practice Test on Monday 4 March at 11:45. This is another opportunity for familiarisation of students and test administrators with the test format, question types and online testing experience prior to NAPLAN testing. These tests will also be used to support the school’s technical readiness check.

The actual NAPLAN schedule is as follows
Wednesday 13 March
• Year 3 and Year 5 Writing
• Year 3 and Year 5 Reading
Thursday 14 March
• Year 3 and Year 5 Conventions of Language
Friday 15 March
• Year 3 and Year 5 Numeracy

Teaching reading through the Australian Curriculum

In line with the expectations outlined in Version 9 of the Australian Curriculum, students at Camp Hill will be taught to read using systematic synthetic phonics and reading skills will be practised by reading decodable texts.

What is systematic synthetic phonics?

This approach teaches children how sounds and letters link together to form words that we can read and write. It provides students with a reliable strategy for decoding unknown words and discourages guessing.

What does the term systematic synthetic phonics mean?

• Phonics is the understanding that letters and letter combinations represent speech sounds.
• Systematic means that letters and sounds are taught in a planned order.
• Synthetic refers to the process of synthesising or blending the sounds and letters to decode (read) words, and the segmenting or pulling apart of sounds and letters to encode (spell) words.

Using a systematic synthetic phonics approach, children are taught the letter-sound correspondences that represent all 44 sounds in English, gradually, over time. Students are first taught the most common and consistent letter-sound correspondences (for example: the letter ‘b’ in ‘ball’; the letter ‘v’ in ‘van’) before being taught the less common alternative letter-sound combinations (for example: the many ways we can represent the sound ‘ay’ — bay, break, tail, sleigh and so on).

Your child will practise their word reading skills by using decodable texts. Decodable texts contain only the letter-sound correspondences that your child has already learned. They may also contain some high-frequency words that the teacher has taught simultaneously.

Decodable texts are important for beginning and struggling readers as they provide immediate practise of their new skills in segmenting and blending, and their understanding of letter-sound correspondences, to build automaticity, fluency and confidence.

Once children have read words by blending the sounds together many times, they may remember the word and be able to recognise it immediately by ‘sight’. Over time, children will be able to recognise many words without decoding them.

What are decodable texts?

When children first learn to read using systematic synthetic phonics, they are taught letter-sound correspondences in a specific order. They will learn a few at a time — not all at once — and they will practise the letters and sounds they have learned by reading and spelling.

Decodable texts are used with beginning readers and are written to match children’s developing letter-sound knowledge. These texts provide an opportunity for your child to practise their reading skills in a meaningful way without having to guess words.

Your child may bring home decodable texts to practise their word reading skills. The texts will contain only those letter-sound correspondences they have been taught. If your child is having difficulty decoding a word, model saying the sound represented by each letter and blending the sounds to read the word. For example: for the word ‘cat’, point to each letter and provide the sound it represents /c/ /a/ /t/, then blend the sounds to read ‘cat’.

Decodable texts may also contain some high-frequency words that your child has been taught. High-frequency words are words that are common in English texts (for example: said, the, of, is). These words are included in decodable texts to create meaningful sentences. They may contain some letter-sound correspondences that have not yet been taught.

How can parents help at home?

• As your child reads, you may notice there are words they can read automatically, while other words will need to be ‘sounded out’. When your child comes to a word they do not automatically know, you can help them by saying: ‘Say the sounds as you point to the letters. Now, blend the sound

s and read the word.’ For example: for the word ‘hen’, point to the letters and provide the sounds, /h/ /e/ /n/, then blend the sounds to read ‘hen’.

• If your child still has difficulty reading the word, it’s okay to tell them what the word is. Remember, they are still learning about letters and sounds and may need more practise and support.

• When your child is learning new letter-sound correspondences, they may read slowly, and it may look laborious. This is typical of beginning readers and is no cause for concern.

• Remember, practise is key to becoming a skilled reader. Encourage your child to read their decodable texts often and to other family members.

Nicole Vokes
Head of Department/Curriculum

Prep - Year 2

"You Can Do It" program developer, Professor Michael E Bernard explains that Confidence can be built upon and practised by both adults and children. In the following story, he describes one way of teaching confidence by not doing things for your children if they can do it for themselves.

“I’ll tell you a little story. Years ago, I was teaching a Grade 3 class. One of my students was a particular challenge because she just wasn’t progressing academically。I couldn’t work out why. Despite being bright, outgoing and chatty, this little girl was going nowhere with her literacy and numeracy and I was worried. I asked to meet with her mother and very quickly into the conversation, I worked out that this young lady DID ABSOLUTELY NOTHING FOR HERSELF. And neither did her little sister. Mum did it all. All the girls had to do in the morning was open their eyes and Mum took care of everything else!!!! She packed their bags and laid out their uniform the night before, she helped them get dressed! She made breakfast and served it up, she cut the crusts off the toast. She put the library books and the lunches in the bags and did their hair.

She drove them to school. These kids were 6 and 8 years old! They did not have a disability!!! I would see Mum rushing into school every morning with two bags slung over her shoulder, her little daughters skipping along behind without a care in the world. This mum had obviously made herself ‘THE PROMISE’. She was going to be ‘the very best parent in the whole wide world’. But what she was doing was not helpful for her children – it was actually harmful!! I asked her to stop. I asked her to stop stealing opportunities for her children to make decisions for themselves, to gain confidence and be persistent, to problem solve, to be organised, make mistakes and be resilient, to take on responsibilities, complete a task, and feel proud of their achievements. All the skills that this child (and her sister) lacked in the classroom, needed to be developed and practised at home.

They had no idea how to apply themselves to their learning because they’d never been required to apply themselves to anything. Stop doing things for your kids as soon as they can do it for themselves, or even a bit before.

Here are a few more examples of how to teach CONFIDENCE.

NON-VERBAL CONFIDENCE
* Talking loudly enough so that everyone can hear you.
* Having good body posture – head up and shoulders back.
* Looking at peoples’ faces when they speak to you (mindful of cultural expectations)

WORK CONFIDENCE
• Doing a new puzzle without asking for help at first.
• Skipping with a rope on your own, even if you get tangled up at first.
• Putting you hand up to answer a hard question.
• Playing in different areas of the play area.
• Putting your hand up to ask for help when you have tried your hardest on your work and do not know what to do.

SOCIAL CONFIDENCE
• Going up to someone and asking if you can play.
• When someone wants you to do something you don’t want to do, telling them nicely what you want to do.
• Saying “goodbye” to mum, dad, granny or anyone else who drops you off knowing you will be safe and happy.
• Knowing that your teacher and friends will help you if someone is being mean to you.

The children are enjoying learning and singing the words of the introductory song to the program, ‘You Can Do It!’ about Connie Confidence.
Confident young children are not afraid to make mistakes when learning something new.

Verse 1
I’m Connie Confidence and I like to take a chance,
I tell myself “I can do it!
When I make mistakes, everything’s OK,
‘Cos I’m feeling very confident today.

Chorus
I’m Connie Confidence and I like to take a chance.
I tell myself ‘I can do it’
‘Cos I’m feeling very confident today.
Verse 2
Standing up tall, or catching a ball,
I can do hard things too.
Have a go - I’m OK, that’s what I say,
‘Cos I’m feeling very confident today.

Choir

Our choral groups are well into our rehearsal schedule for 2024. Children need to be enrolled in each choir from this week. The Intermediate and Junior choristers who have been coming along to experience choir will now need to be added to the roll. An email was sent last week to all families with a link for online enrolment. All students who wish to participate in choir are required to bring a display folder to safely store their music.

Instrumental Groups

All participants in instrumental groups will need to ensure they are enrolled in the program (via link sent to families last week), and will be required to pay a levy for each group.

Guitar (years 5 & 6), Ukulele (years 4 – 6) and Recorder (years 3 – 6) have a fee to cover purchasing of music, photocopying and if you borrow an instrument from the school, for cleaning and maintenance.

The Strings and Band Program has a fee of $40 for students with their own instrument and $100 for any student using school instruments. This additional fee covers maintenance and/or professional cleaning which takes place at the end of each year. Invoices should have been sent to families in the past two weeks.

Music Program Information

Parents who have children participating in an extra-curricular music activity were invited to attend an information session on Wednesday 14th February. This information session gave some tips and tricks for parents to help their children organize and keep on track when taking part in these music groups.

Here are some notes on what was discussed…

Instrumental program (including guitar, ukulele and recorder)

Ensembles need these three essential components to be successful…
• Attendance – needs to be regular (i.e., every week) and on time. Let your director know if your child is sick or is unable to make it for any reason via email. If email is impossible, the student should find the ensemble director at first opportunity and apologise/explain absence.
• Instruments must be at school for the rehearsal. Each instrument MUST have a name tag that has correct information i.e., current year and class of the child. If you don't have a name tag on your school instrument, see Mr Griffin to collect your school tag.
• Music must be brought to school for rehearsal in a display folder. Black is a good colour for use during performances. These should be clearly labelled. Student books need to be brought to each lesson each week. These books are the learning tools used by instructors to teach your children. They also need to be clearly named.

Practise at home

• A minimum of 5 times a week for about 10 minutes per practise is a great habit to develop. It is the consistent and sustained practise that achieves the best results and greater improvement.
• If your child is able to build practise sessions to 15 minutes or more for a minimum of 5 times a week this would be even better.
• If this is too not possible because life is busy or things are not working at the moment, at least get the instrument out of the case and play something. Often the pieces are really short (2-3 minutes long) so even playing through these ONCE is valuable.
• if the piece is new and the whole piece hasn’t been learned, play the bits you know
• have a play date with someone else from your ensemble and practise together - even if just for a few minutes. Maybe it's even fun, and goes longer…
• Lots of little bits of practise is better than a single session that lasts for an hour!

Music performance uniform

Our performance uniform consists of the navy shorts/skort, black shoes with white socks and the school music shirt. It is an expectation that each child involved in these music groups have this uniform in which to perform. The exception to this is the combined Senior and Intermediate choir singing at ANZAC Day. On this occasion the children will wear their formal school shirt.

Tuner apps for wind/brass players

• It may be useful to download one of the many apps for phones/iPads for tuning instruments
• try downloading one and have your child play you some notes on their instrument and find ourt how accurate they are at sustaining the correct pitch
• try for a long note that stays at one pitch - your tuner app will show you whether the note is wavering, or staying a constant pitch.
• string players should NOT be adjusting tuning pegs, tuning is done purely by teachers at school.

KABOOM!

Last Monday we were fortunate to have the performance group KABOOM visit our school. These very talented musicians were able to share their love of music, in particular percussion, with the students in an entertaining and engaging way.
Here’s what some of our students thought of their performance…

I thought the xylophone made really nice music. I learned if you want to make music you don’t have to go to the shop and buy expensive instruments, you can make them out of things you find at home like empty bottles and tins. Callum

I really liked the performance. My favourite part was the buckets. I liked the buckets because I liked how they created the buckets. Liam

I enjoyed the drum at the end because I could feel the vibrations and the rhythm of the song. I also enjoyed the story of little Quinn. Sean

It was very loud and I learned that cups can be used as music. I liked it because they made the music good because they did it in a certain way. Anonymous

I loved KABOOM because I learned that you can make music out of anything you have. I also liked how talented Grace and Quinn were. I found it amazing. It was awesome! Irma

It was entertaining with the drums and interesting that it was made out of recycled materials. Augie

I loved KABOOM this morning because people got to volunteer and the patterns they played were so interesting and fun. Grace and Quinn were amazing. I didn’t want the show to be over! Nellie

I really enjoyed seeing all the different things you could make instruments with. Greta

I really enjoyed the cup show and the play. What I found interesting was the part where they played the string and tin cans. Addy

I enjoyed the magic trick with the cup. How did they do that? Charlie B

It was amazing. I loved the instruments they made. Eden

I was fascinated how they made music with the cups. I learned you can make bucket drums at home. Rory

I enjoyed the recycled tin can music and the home-made bucket drum. Paul

I enjoyed when they did the jungle music on the xylophone and when they magically popped another cup out of the cup. And the play when Quinn was young. I learned that you can make anything with recycled things. Frankie

The sounds were amazing. The different home-made instruments were cool. The materials were cool that they could make that sound. My favourite sound was the tin cans and rubber. Lucas

I liked the bucket drums because they were loud and had a deep sound. Finn

I enjoyed the excitement on the faces of the performers and how they kept smiling. I learned that you can make anything out of recycling. Tilly

I enjoyed the part called ‘back story’ of Quinn because Grace wore googly glasses and the propeller hat and kept interrupting. Rex

I enjoyed the cups because it made me feel like it was going to be fun. I loved it. It was so funny. Max M

I liked it when they played the tin can instrument. It was also cool when they played the drums with the chicken and pig toys. Charlie S

I really liked it because I like percussion and wind percussion. Jacob

I enjoyed the story about Quinn when he was younger because it was funny and Grace was really good at acting like Quinn when he was little. And it was really fun. Hannah

I like the recycled instruments. I liked them because they make cool noises. Edith

I like the rhythm of the xylophone. Zac

This term, all classes in Yr1-6 will be involved in swimming lessons, as part of their HPE curriculum. Lessons will be taken by Mr Bourke, Class Teachers and Teacher Aides, with the assistance of parent helpers. Students will come to the pool with a range of experiences - from swimming lessons at an early age, to those with limited exposure to water.

The swimming unit in Term 1 focuses on swim and survive activities, based on the National Swimming and Water Safety Framework. Children will learn a range of swimming methods and water survival strategies.

Parent helpers are requested for us to meet supervision ratios and for productive lessons. If you are able to help support, please contact your child’s classroom teacher. Unfortunately, no younger siblings or other children will be allowed at the pool for safety reasons.

Students will need:
• Swimmers
• Sun shirt / rashie
• Swimming cap (available for purchase from uniform shop)
• Goggles (Optional but recommended)
• Towel
• Water proof bag (to carry wet togs and towel home)

Please ensure all articles related to swimming are clearly marked with your child’s name. Writing their name on their cap is also helpful.

Yr3-6 Primary Campus Cross Country Carnival

The date for our primary campus cross country carnival is Tuesday 26 March, from 9.00 -11.30am. Before school training will be offered to students through the term to help prepare.

The P-2 junior campus carnival will be in Term 2. Training for Junior Campus students, will be in their PE lessons next term.

Yr3-6 Primary Campus Cross Country Training

Training for the primary campus cross country carnival will be offered to students from 8:00am-8:45am on Monday mornings, starting in Week 5. Interested students should meet on the primary campus main oval and have spare clothes to run in, changing into school uniform after. Training is optional for students and do not need to pre-register to be involved.

Training schedule dates are:

Monday 19 Feb (Week 5)
Monday 26 Feb (Week 6)
Monday 11 March (Week 8)
Monday 18 March (Week 9)
Monday 25 March (Week 10)

Lytton District Swimming Representatives

Congratulations to Jayde B, who has recently gained selection in the Lytton District netball team. Jayde now competes against other the 3 other districts, in the Met East regional trial. Also well done to Macy P. Macy was in the top 14 girls who trialled, but only just missed the final selection of 10.

Semester 1 Lytton District Sport Trials

Our school is one of many in the Lytton District school sport cluster. Students turning 10-12yrs old in 2024 (Born 2012, 2013 and 2014) have the opportunity to nominate in Lytton district sport trials, which is the first stage of representative school sport. If successful, students then compete in the Met East regional trial. If students are selected in a Met East team, they play in the QLD state carnival.

Trials can be during or after school hours. Please note that these are not participation-based opportunities and children at these trials would need to have a high level of ability and/or experience to be involved. Schools are usually limited to 4 nominations for each district sport trial.

Below are the considerations when nominating:
- Is the correct age to trial (Born 2012, 2013 or 2014).
- Usually children turning 12yrs old, would get priority over younger students.
- Has prior playing experience and skills in the interested sport.
- Their physical skill level and ability to trial in a representative opportunity.
- Safety suitability. Some children turning 12yrs old have developed physical size. Children under 12yrs old (Born 2013 and 2014) would need to demonstrate the ability to compete with older children at a representative trial.

Semester 1 sport trials on offer are:

* Volleyball is a Met East regional trial and is a 12-15yrs trial.
* Golf is a straight Met East regional trial.
* Squash is a Met East trial. Children that qualify, automatically are in the Lytton district team.
* Cross Country nominations are dependent on our school carnival results.

Please see Mr Bourke ASAP before the trial date, for more information or to be nominated.

P&C Events

Thank you!

This week we had to close the tuckshop unexpectedly due to staff with illness.  A huge Thank You to Kirsty, Andrea, Benita, Tamsin, and Heidi and to those who could & offered to jump in and help on the limited day and to help with the rest of the week.

We cannot function without Volunteers, so please, if you have time, please consider couple of hours per month.

https://volunteersignup.org/444JA

2024 Easter Raffle

Our wonderful Easter Raffle is back. 33 fabulous fun hamper boxes to be won.
Classes have been allocated their themes, so make sure you drop your donations into your class Easter box.

What could you win, just in time for the holidays. Tickets are on sale now, and flyers have been sent home with your child. 

There is the convenience of ordering tickets online here or by scanning the QR code.

Pick the Hit Bingo Night – Pick the Hit Bingo Night

A night full of fun, laughter, and music for the adults. Organise the sitter! Bring your singing voices, dress as your fave rock star and come on in for a super fun night out.

Tickets on sale now…. Click the link for more details & tickets

https://schoolshoponline.net.au/camphillipss/eventdetails.aspx?ID=419

Camp Hill Fair “The Festival”

We'd like to take this opportunity to express our sincerest gratitude for those who have already committed to volunteering as convenors for the 2024 Camp Hill Fair.  

The bi-annual fair is the school's largest fundraising event with proceeds going toward some much-needed upgrades to the grounds/facilities.  Our mission is to put on the best fair to date giving our kids and future generations the best primary school experience possible.

But we can't do that without your help...

We are still in need of a handful of convenors to support the committee in the lead up to the fair (minimal time required!) and on the day of the event. We're aware of the time commitment on the day of the fair (approximately 6-8 hours) therefore invite you to encourage a friend to serve as co-convenor - after all, the saying goes, "More friends, more fun!".  Doing this will help you enjoy the best of both worlds by splitting your role, and allowing for time at the fair with friends and family.

Please consider signing up for one of the available stalls listed below:

Bake Stall – Needs 2 convenors

Sausages - Needs 2 convenors

Burgers - Needs 2 convenors

Second Hand Shop - Needs 2 convenors

We already have 1 for each of the following, but need 1 more please:

Fries – Needs 1 more convenor

Cold Drinks (Non-Alcoholic) - Needs 1 more convenor

Popcorn/Fairy Floss - Needs 1 more convenor

Bar - Needs 1 more convenor

Entertainment/Program – Needs 1 more convenor

Market Stalls – Needs 1 more convenor

Email Argjenda, our Fair Convenor on Fair@camphillpandc.com.au

Sponsorships – Do you have a business, or do you know of anyone who would support this fantastic event? They will receive some wonderful benefits with exposure on the day of over 8,500 people and lots of advertising in the lead up to the event.

Email Alyssa our Sponsorships Convenor on events@camphillpandc.com.au and she will email you the Sponsorship Opportunities brochure.

Reminder for all Volunteers

We are in for a busy year, and we will not be able to do it without our volunteers. Every year, as a volunteer you are required to complete the Mandatory Training for Volunteers. This is if you are helping in the tuckshop, uniform shop or any of our events that we have during the year. Just click the link to register here.

Hi Everyone

Please see below regarding upcoming activities this term.

Business Manager

Who is the Chaplain?

Malcolm Brown (Chappy Mal) has been the chaplain at CHSIPS since 2011. He is a musician who is passionate about the creative arts including LEGO. He has a Diploma in Youth Work and has worked with children and youth for over 25 years. He is available for children, parents and staff in the school community. He works at school 4 days a week. You can make contact with Chappy Mal through the school office or via email camphillchaplaincy@hotmail.com

What does a school chaplain do?

Student and Staff Pastoral Care

One of the key elements of Chaplaincy is to provide pastoral care and emotional support to school communities. Chaplains are in the prevention and support business: helping students find a better way to deal with issues ranging from family breakdown, loneliness, friendship issues and grief and loss. They provide a listening ear and a caring presence for children and young people in crisis. They also provide support for staff and parents in school communities.

Mentoring

Chaplains act as role models for students, assisting them to develop positive and supportive relationships. Chaplains may also implement mentoring programs utilising resources and training from local community organizations.

Educational Support

Chaplains support the learning environment through classroom activities (under the direction of the teacher) and other structured programs in order to provide further social, emotional or spiritual support, particularly with students at risk of disengagement.

Community Development

Chaplains help to build strong links between the school and the wider community. They network with school-based support staff, community based organizations, churches and other networks to mobilize the resources of the community to support student needs.

Chaplaincy Mentoring, Social and Emotional Programs at CHSIPS

Drumbeat (Grade 5 and 6)
LEGO Legends (Grade 1)
Legendary LEGO League (Grade 3-6)
Seasons for Growth – Evidence based grief and loss program.
Focused LEGO Group – (Year 4)

Food Hamper

Chappy Mal has a food hamper to provide healthy food options for school lunches for students that for whatever reason don’t have lunch at school. You can help by adding an extra item to your grocery list and dropping it off at Chappy Mal’s Office on the senior campus.

Suggested Food Ideas
Muesli Bars (no nuts please), Fruit Cups, Popcorn, Crackers/biscuits

Local Chaplaincy Committee

We are holding our first LCC meeting for the term on Monday 11th March in Chappy Mal’s Office on the Senior Campus.

If you have any questions about Chaplaincy, please contact us at camphillchaplaincy@hotmail.com

DATE CLAIMERS
Monday 11th March – Local Chaplaincy Committee Meeting 7 PM
Friday 28th March – Chaplaincy Meal Deal

This week we had to close the tuckshop unexpectedly due to staff with illness. A huge Thank you to Kirsty, Andrea, Benita, Tamsin, and Heidi; and to those who could and offered to jump in and help on the limited day and to help with the rest of the week.

For all that may have seen the media beat up of school Tuckshops and the Smartchoices Program, please be assured that Camp Hill Tuckshop does follow the Smartchoices Program recommended by Education Queensland. The main priority of Camp Hill Tuckshop is to provide healthy eating choices for our students. Everything we sell falls into either the green (everyday) or amber (sometimes) food categories. Where possible our food items are made on site for a healthier product.

If you have any questions about the Smartchoices program, please pop into the tuckshop and speak with either Sharyn or Lisa.

Volunteering

If you would like to give some time to our school community, please consider volunteering in the Tuckshop. We are a large school and are lucky to have a tuckshop that opens 5 days a week. This is only made possible by our wonderful volunteers. Jobs you could be asked to do are traying food to go into the oven then bagging food to put in the pie warmers, making snack packs, fruit bowls or apple slinkies, bagging frozen fruit, making hot dogs. There is no actual cooking involved and you will be fully instructed by either Sharyn or Lisa. The Tuckshop does not run effectively or efficiently without our amazing volunteers.

https://volunteersignup.org/444JA

Once again, a reminder that the tuckshop CANNOT take phone or over the counter orders. Due to very tight time constraints the tuckshop is a hive of activity in the mornings preparing Flexischools orders, dealing with deliveries and doing general everyday prep for the day. Every minute counts when there is only 2 hours to get all the orders ready with very little help.

If you are having an issue placing an order with Flexischools you need to call Flexischools on the Parent Line 1300 361 769.

The Tuckshop cannot fix problems that Flexischools has from time to time.

Please remember that all profits made in the Tuckshop go back to the P&C to be put towards projects like the new playground for the senior campus. Every little bit helps.

We cannot function without Volunteers, so please, if you have time, please consider couple of hours per month.

Tuckshop Volunteer Register

Regards
Sharyn - Tuckshop Convenor
Tel: 07 3900 9429     Email: tuckshop@camphillpandc.com.au 

Uniform Shop

• We are now trading normal trading hours of Tuesdays and Thursdays 8:15 – 9:30am for over-the-counter sales.

• Students are welcome to visit the shop independently if they know what they require and can provide payment.

• If you need a spare set of uniforms, we have good quality 2nd hands in stock.

• Remember you can order online for delivery to your child’s class
• Online options are for new stock only.

• Delivery will occur on the next Uniform Shop trading day.

• As always, please email any questions and I will help anyway I can

www.schoolshoponline.net.au/camphillipss

NORMAL UNIFORM SHOP TRADING HOURS
Tuesday and Thursday:  8:15 – 9:30 am
(under D Block, Senior Campus)

Kerri Rook - Uniform Shop Convenor
Tel: 07 3900 9328
Email: uniforms@camphillpandc.com.au 

Club Night tonight (Week 16) will include the final opportunity to practice the IM Event before our IM Night in March.

Next week, Friday 8th March (Week 17) is our last Sibling race of the Season with these races commencing at 6.20pm. Please come dressed in your swimmers with caps and meet at the Blocks.

Our last Club Carnival for the year, the 3 Way Carnival, is now being held at Camp Hill between Camp Hill, Cannon Hill and Norman Park on Saturday 2 March. Warm Up is at 230pm with a 3pm start. Please jump online and sign up to help out on the day - your kids will love seeing you helping out!

The Crocs have been fortunate to be offered the opportunity to fundraise at the upcoming Election on Saturday 16th March. We will be selling sausages, home bake and drinks. All funds raised are used to help improve the pool facilities for the entire School Community. Many hands make light work, we’d be grateful if you could sign up here to help out https://volunteersignup.org/WW3R9 thank you.

We would like to thank our sponsors who have donated prizes in recent weeks - the Swimwear Shack, Nodo, Lucy Collier and Kindy Science. If you would like to donate any prizes to our weekly raffles please reach out to Paige our Raffles Convenor.

As always new and returning members are welcome to come and join in the fun. You can register here.

For Squads and Learn to Swim classes please contact Rollason’s Swim School at their website or reach out to Abbey on 0450 954 424.

Swim with the Crocs!

Our school will soon be providing parents with access to a new, convenient, online parent portal called QParents. The QParents web and mobile application provides an easier way for you to interact with our school. Parents will have secure, online access to their child’s student information, anytime, anywhere, through a smartphone, tablet or computer. QParents allows parents to connect instantly with our school to access and manage their child’s student information, including:

• Attendance and absence details
• Academic report cards
• Viewing and paying invoices
• Viewing and updating personal student details
• Providing consent for excursions and incursions

A staggered roll-out of QParents will commence in Term 2.

Updating Student Information

During the school year, there can be occasions when it is important that we make immediate contact with parents. We are unable to do this if our information is not current. Please help us to provide care and consideration for your child by updating your family records whenever a change occurs.

• If there is a change in your emergency contact phone number, email, or other emergency contact persons details.
• If you change your address.
• If any significant changes occur with regard to your child/children's health or medical details e.g. Health Plan or medication.
• If there are any changes regarding custody or access to your child/children.
• If you feel we should know of any other changes which relate to your child.