Calendonia Drive, Eltham North 3095 Ph: 9431 1599 Fax:9431 0686 OSHC Ph: 9431 2503 www.glenkps.vic.edu.au/ Office Hours: 8.00am– 4.00pm

Email: glen.katherine.ps@edumail.vic.gov.au

LINKLETTER

Issue 9 14th June 2018

Children, Teachers, Parents: A partnership for the future

LEANNE’ S COMMUNICATIONLEANNE’ S COMMUNICATIONLEANNE’ S COMMUNICATIONLEANNE’ S COMMUNICATION

Welcome to the second last Linkletter for Term 2—can you believe how fast the term has gone! I trust all our families had a great long weekend, re-energising for the final run into our school holidays.

PRINCIPAL CONFERENCE SUPPORTS OUR ANNUAL IMPLEMENTATION PLAN

L�����G X��LN�E �N T�A����G ��D L�A����G—��L��S���G GR�A�N�S ��GETHER

Tuesday and Wednesday of this week Shannon Whelan (Assistant Principal) and I attended the NWVR 2018 Regional Principal Forum held at the Melbourne Convention and Exhibition Centre. The Forum Theme, Unleashing Greatness Together, focused on educational leadership and the importance of evaluating HOW we move students to exceeding their potential. This followed on from the 2017 Forum where the WHAT and WHY of learning was explored. The two days provided opportunities for expert practitioners and presenters to work along side Principals and leadership, challenging and igniting new thinking and approaches.This theme supports our professional growth explicitly and I am enthusiastic about the learning I can bring back to our staff so that we can continue to work together to strengthen high expectations and ex-cellence in every classroom.

Reporting Term

Last week every family should have received a ‘We have created a new student report for this semester’ document which went home with the eldest child. As outlined, the new report template and progress indicators endeavour to provide a clearer and more comprehensive report about your child. We are still in the act-evaluate stage of this new report. There has been a great deal of work that has occurred beneath

this which includes the formatting as well as trying to determine the specific skills we would like to report on at each level. Our curriculum covers a huge number of skills to be attained and the challenge in this report has been in deciding which is are the most important. As we progress through the year we will be fine-tuning this, developing a continuum of skill statements F-6. The enormity of this task will rely on future collaboration and feedback from both teachers and parents. Student reports will be available on Wednesday 27th June.

SENTRAL Parent Portal We are currently in the process of setting up access to our Parent Portal on SENTRAL—our whole school communication platform. We already have our absences and late arrivals/early pick-ups being logged into SENTRAL. Shortly all parents will receive codes that will allow access to important information regarding each child in each family. The initial information we are hoping to allow parent access to is student absence information and the new report online. Gradually throughout the rest of the year we will be increasing the information and communication capabilities of the Parent Portal, eventually seeing most communication coming home via this platform. We will be sharing more information with you shortly.

Planning Week next week

Next week all classroom teachers will be released in their Professional Learning Teams to evaluate term 2 and semester 1 teaching and learning outcomes with the action of re-setting foci and goals for term 3 and 4. Your child’s teacher will be out of the classroom or a day to work collaboratively in planning. Specialist teachers will be replacing classroom teachers dur-ing this time, offering their programs throughout the day.

Assembly and Cold Weather

Winter assemblies will take place however children will not be outside for very long—priority awards and information only will be shared. Students will stand during this time also and if raining heavily we will not go outside. A Skoolbag text will go out either Thursday afternoon or Friday morning alerting parents of assembly cancellation if required.

Prep Enrolments—if you have a 2019 prep child coming to GK please let us know...planning is now beginning.

End of Term dismissal

This term comes to a close on FRIDAY 29th JUNE. There will be a short assembly at 1.50pm on this day to award our JUNE Student of the Month Awards. Students will be dismissed from classrooms at 2.30pm.

Have a great fortnight.Have a great fortnight.Have a great fortnight.Have a great fortnight.

LeanneLeanneLeanneLeanne

General Payment Reminders

Family statements have recently been sent home with overdue amounts highlighted:

• 2018 Teaching & Learning Fee is now overdue

• The Grade 5&6 Spor%ng Payment was actually due on April 27th & so is very overdue. If payment or a payment

plan is not set up by this week unfortunately your child will no longer be par7cipa7ng in Interschool Sport each Fri-

day.

• The final day for Bulk Billing payments was 1st June so we would appreciate prompt payment so students don’t

miss out on upcoming ac7vi7es.

As always please contact Jodee Jackson our Business Manager for payment op%ons if you are unable to

make payment.

•

• discharge schools' duty of care for all students

• assist calcula%on of the school's funding

• a/endance

annually

The new Sentral Parent Portal is an exci7ng addi7on to the way we communicate with our GK families. Before the end

of term 2, each student will receive a le/er with their own individual student key—please follow the instruc7ons on

the le?er so you can set up access to your student on the Parent Portal. The parent portal will give you access to a vari-

ety of informa7on about your student—absences, visits to the sick bay, access to the new Student Reports, any com-

munica7on from Teachers regarding your student and also the Linkle?er.

Ini7ally this will be a trial so we can ensure that this system works efficiently so please be mindful that this is just the

start of your Parent Portal experience.

We would appreciate your assistance and understanding during this trial period.

Linkletter Page 2

MULTIPLICATIVE THINKING Multiplicative Thinking is liked to concepts for MULTIPLICATION. When a child is enacting multi-

plicative thinking they are able to establish the value of equal groups by:

• Exploring more efficient strategies for counting large collections using composite units; and

• Sharing collections equally

These concepts can be explored in a number of ways and progress in difficulty.

MATHEMATICS BIG IDEAS

ACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCE

So what are the BIG IDEAS in understanding

MULTIPLICATIVE THINKING?

Multiplicative Thinking is a foundation for

further mathematics knowledge building and

the use of multiplication strategies is a

critical part of this.

Automaticity of times tables to 10 is critical.

ACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCEACHIEVING ACADEMIC EXCELLENCE

VCOP-Helping your child with V.C.O.P at

home Throughout the school, the children are involved in activities that help them to gain more

knowledge about how to improve their own writing. As well as focusing on the genre-specific writing fea-

tures, they are encouraged to always focus on four core targets - Vocabulary, Connectives, Openers and

Punctuation (V.C.O.P) – as a way of improving all of the writing they do.

What is V.C.O.P.? V.C.O.P. are the four core targets we use to teach writing.

The letters stand for:

Vocabulary,

Connectives,

Openers,

Punctuation

This week we have included some information about Connectives and some

suggestions as to how you could support their V.C.O.P development at home.

Connie Connective

Connie is an aviator mechanic and enjoys travelling. She has pockets full of tools and loves joining and connecting things together. She helps us choose the right connective so sentences will make sense and work. We can’t use too many connectives in one sentence otherwise it could become weak and break.

Words that connect sentences, ideas and paragraphs together– conjunctions, words to join ideas and move stories forward. Create flow.

Connective is the name for any word that links clauses or sentences together.

There are two main groups of connectives:

Conjunctions and Connecting Adverbs

Conjunctions

Conjunctions are words that are used to link clauses within a sentence. There are two main kinds:

Co-ordinating conjunctions – link two main clauses to make compound sentences. e.g. and, but, or, so, for,

nor, yet

I was angry but I didn’t say anything.

Subordinating conjunctions - go at the start of a subordinate clause. They work to link the subordinating

clause to the main clause. e.g. when, while, before, after, since, until, if, because, although, that.

We were hungry when we got home.

When we got home, we were hungry. (Commas are used when the subordinating clause is first).

Connecting adverbs

Connecting adverbs link the ideas in two sentences together but the two sentences still remain separate.

e.g. also, furthermore, moreover, however, nevertheless, on the other hand, besides, anyway, after all, for

example, in other words, that is to say, first of all, finally, therefore, consequently, as a result, just then,

meanwhile, later.

Commas are often used to mark off connecting adverbs.

I was angry. However, I didn’t say anything.

How can you help?

• Try to search for connectives in the stories you read at home. Use a highlighter pen to highlight

connectives in old newspapers/magazines.

• Give your child a connective and ask them to use it in a sentence.

• Think about connectives that have a similar meaning. For example, which connectives could be used

instead of ‘but’? (however)

• Try rearranging sentences with the connectives at the start.

E.g. The little boy shivered, despite it being warm in the cave.

Despite it being warm in the cave, the little boy shivered. Ange Totino

(SIT Writing Leader)

Linkletter Page 5

Celebrating Our KidsCelebrating Our KidsCelebrating Our KidsCelebrating Our Kids

Explore Time in Prep

What is play-based learning? (Explore Time) Children are naturally motivated to play. A play-based program builds on this motivation, using play as a context for learning. In this context, children can explore, experiment, discover and solve problems in imaginative and playful ways. A play-based approach involves both child-initiated and teacher-supported learning. The teacher encourages children’s learning and inquiry through interactions that aim to stretch their thinking to higher levels. For example, while children are playing with blocks, a teacher can pose questions that encourage problem solving, prediction and hypothesizing. The teacher can also bring the child’s awareness towards mathematics, science and literacy concepts, allowing them to engage with such concepts through hands-on learning. Involvement in play stimulates a child’s drive for exploration and discovery. This motivates the child to gain mas-tery over their environment, promoting focus and concentration. It also enables the child to engage in the flexible and higher-level thinking processes deemed essential for the 21st century learner. These include inquiry process-es of problem solving, analysing, evaluating, applying knowledge and creativity. Play also supports positive attitudes to learning. These include imagination, curiosity, enthusiasm, and persis-tence. The type of learning processes and skills fostered in play cannot be replicated through rote learning, where there is an emphasis on remembering facts. The inquiry-based nature of play is supported through the social interactions of teachers and children. Teachers take an active role in guiding children’s interactions in the play. Children are supported in developing social skills, such as co-operation, sharing and responding to ideas, negotiating, and resolving conflicts. Research shows play-based programs for young children can provide a strong basis for later success at school. They support the development of socially competent learners, able to face challenges and create solutions.

Here is an example of the activities we planned for last week’s Explore Time:

Sensory Buttons & beads Peg Boards - follow the shapes Playdough: making their GK words Make or follow a pattern. -hammer boards-shapes to create a picture of a community building

Fine Motor Letter Ee Echidna Craft activity Letter E Search - find and cut out the letter Ee in magazines and stick onto a E poster. Make a 3D Community vehicle from construction materials Community helpers using split pins Traffic lights-ripping paper

Construction Make foods for the café Lego blocks (build a building you have visited in the local community) Mobilo to make a community vehicle Use cardboard/boxes & masking tape to build a community building

Creativity Paper bag puppets Painting Cafe shop-cash register, menus

Social/emotional Roleplay- Someone who is different to me. Paddle pop sticks-community helpers & vehicles. Home corner – Breakfast café & Dress ups Community Helper Cone Puppets - make and role play Roleplay: Builders, cafes, doctors

Cognitive Menu writing for the café - blackboards, whiteboards Using drawing tool on iPads to form your numbers using number poems. Using iPads to write your uppercase and lowercase letters using different colours. Draw and label your favourite community helper. Non-fiction books - find out information about various community helpers. Spell out your GK spelling words using magnetic letters Roll a number game-dice game

Here are some photos of the Preps enjoying Explore Time this week.

Prep Teachers

Linkletter Page 6

Linkletter Page 7

Social Emotional LearningSocial Emotional LearningSocial Emotional LearningSocial Emotional Learning

Anxiety and how it presents itself in children

It’s a fact that children can be taught how to cope with their emotions, to bounce back from problems, and to develop positive relationships – this is called ‘social and emotional learning’.

It’s also a fact that a child’s family is the first and biggest influence on their mental health. Basically, families can teach children these skills as early as possible in life – even from when they’re babies!

KidsMatter provides families with a range of information sheets to help them support children’s mental health and wellbeing, and to recognise if and when professional help is needed.

Anxiety and mental health in children

Fearful and anxious behaviour is common in children. Most children learn to cope with a range of normal fears and worries. However, extra help may be needed when:

• children feel anxious more than other children of their age and level

• anxiety stops them participating in activities at school or socially

• anxiety interferes with their ability to do things that other children their age do easily

• the fears and worries seem out of proportion to the issues in their life

When children become anxious more easily, more often and more intensely than other children, they may be diagnosed with an anxiety disorder. The most common anxiety disorders in children of primary school age are phobias, generalised anxiety disorder and separation anxiety. Research estimates that between approximately two and nine per cent of children and adolescents in Australia have anxiety disorders.

How anxiety affects children

In addition to feeling highly anxious, children’s thinking is usually affected. The threat or danger they are concerned about appears to them to be much greater than it actually is. Thinking about the situation that causes them to be anxious makes them more worried and tense.

Children with anxiety may develop their own strategies to try to manage situations that cause them dis-tress. Often this involves trying to avoid the situation or having a parent or other adult deal with it for them. Avoiding a situation makes it more likely that the child will feel anxious and be unable to manage it the next time. This behaviour makes it more difficult for the child to cope with everyday stresses at home, at school and in social settings.

Anxiety can also result in physical difficulties such as sleeplessness, diarrhoea, stomach aches and headaches (sometimes referred to as somatic complaints). It can also involve irritability, difficulty concentrating and tired-ness.

• At home

∗ Fear and avoidance of a range of issues and situations.

∗ Headaches and stomach aches that seem to occur when the child has to do something that is unfa-miliar or that they feel uneasy about.

∗ Sleep difficulties, including difficulty falling asleep, nightmares and trouble sleeping alone.

∗ Lots of worries and a strong need for reassurance

• At school

∗ Wanting things to be perfect. For example, a child may be so dissatisfied with his/her own work that he/she will tear it up and redo it several times.

∗ Reluctance to ask for help. Sometimes anxiety creates an obstacle that prevents children asking for help from the teacher about a problem with learning.

∗ Children who ask too much for reassurance may also be overly anxious.

∗ Difficulty joining in. Children with high levels of anxiety may be afraid to join in class discussion, take part in sport or games or go to school camp.

∗ Requests to go to sick bay. Anxious children often complain of stomach aches and headaches.

∗ Fearful of test situations. Some children do not do as well as they can in test conditions because they are struggling with anxiety. They may also be too self-conscious to perform in front of the class.

How to assist children with anxiety problems

Children with anxiety difficulties are often quiet and obedient. This can lead to their difficulties being overlooked. It is important to take note of children’s worries so that their difficulties can be addressed sooner rather than lat-er.

General principles for assisting children with anxiety disorders

Increase children’s helpful coping skills

Anxious feelings are fed by anxious thinking. It is important not to dismiss children’s anxious feelings, but to help children see that the situations they are worried about may not be as bad as they think.

Teach by example

Showing children how you cope positively with feeling anxious or stressed and remaining calm and posi-tive when they are feeling anxious can help them to feel more confident.

Avoid taking over Children with anxiety are usually very happy for someone else to do things for them. However, if adults take over, it stops children from learning how to cope themselves.

Parenting Anxious Children Eltham Library (Multipurpose Room) Panther Place, Eltham Monday 18th June, 6.30-8.30pm

Does your child worry, feel anxious and seem stressed at times? Would you like to gain a greater understanding of anxiety and learn some helpful strategies to support your child? Learning to cope with anxiety, stress and fear, whilst a normal part of your child’s development, can be deeply challenging not only for children but also for parents and the family unit as a whole.

This information session will cover: I _Understanding the role of anxiety and normal childhood development

I _The signs and symptoms in your children

I _Types of anxiety disorders

I _What’s helpful and not helpful

I _Methods and strategies to support your children

I _Relaxation techniques and tools, mindfulness, breathing etc.

I _Where to go for more information/help

COST: $15.00 per person Fact sheets, practical exercises and brochures are also included. Booking essential For further information or to register visit www.arcvic.org.au call the ARCVic Office on 9830 0566 or email Skonstantas@arcvic.org.au

IMPORTANT DATES FOR TERM 2 Month Monday Tuesday Wednesday Thursday Friday APR/MAY

Week 3

1 MEETING/PFA

night 7.30pm

Regional Footy

Trials

2 Regional Boys

Soccer Trials

Gr1 & 2 Local

History Excursion

3 Linkletter

Visual Art Incur-

sion Yr2

4 Assembly 2.10pm

MAY

Week 4

7

8 Division

Basketball Trials

9 School Council

7.30pm

10 Mother’s Day

Stall

Visual Art Incur-

sion Yr1

11 Assembly 2.10pm

P-2 April SOTM

presented

MAY

Week 5

14 15 NAPLAN Yr3 &

Yr5

16 NAPLAN Yr3 &

Yr5

School Captains

Council Lunch

17 NAPLAN Yr3 &

Yr5

Linkle/er

18 Assembly 2.10pm

3-6 April SOTM pre-

sented

MAY

Week 6

21 CURRICU-

LUM DAY - Stu-

dents do not at-

tend

22 District Cross

Country

23 OPEN MORN-

ING

9am—11am

Artist in Resi-

dence Workshop

24

25 Assembly 2.10pm

MAY

Week 7

28 Life Ed Van 29 Life Ed Van 30 Life Ed Van

Artist in Resi-

dence Workshop

31 Linkletter 1 Assembly 2.10pm

P-2 May SOTM pre-

sented

JUNE

Week 8

4 5 MEETING/PFA

night 7.30pm

6 7

8 Assembly 2.10pm

3-6 May SOTM pre-

sented

JUNE

Week 9

11 QUEEN’S

BIRTHDAY

12 13 District Cross

Country

14 Linkle/er 15 Assembly 2.10pm

JUNE

Week

10

18 19 20 School Council

7.30pm

Regional Cross

Country

21 22 Assembly 2.10pm

JUNE

Week

11

25 26 27 28 Linkle/er

Student Reports

Available

29 Assembly at 1.50pm

Dismissal at 2.30pm

P-6 June SOTM

Presented

Linkletter Page 9

Student of the MonthStudent of the MonthStudent of the MonthStudent of the Month

Grades 3 & 4Grades 3 & 4Grades 3 & 4Grades 3 & 4

With all the recent rain, the garden has certainly flourished. The leafy greens such as curly le?uce, red le?uce and perpetual spinach is growing

well and was used in the healthy sandwiches made with Shaz in the Kitchen program. Students in Year 3/4 have enjoyed harves7ng and tas7ng

the sugar snap peas which they grew from seed in the hothouse. Carrots, silverbeet, spring onions and broad beans are also being well cared

for by the students. We have recently added a new herb garden that Shaz can use directly in the Kitchen. Children planted Rosemary, Parsley,

Mint, Thyme and Vietnamese basil.

Year 3/4 students have also been learning about iden7fying weeds in the garden. Weeds are a problem as they compete with your plants for

nutrients, light and air. They can also harbor pests and diseases which can also transfer to your plants. Students have learnt simple weeding

techniques and are learning about how to use mulches such as pea straw to act as weed barriers.

Great work everyone! A pleasure gardening with you.

Sandra Portaro

In the kitchen we have just completed our Indigenous rota7on.

We discussed ingredients and alterna7ve equipment and cooking methods that may have

been used by our indigenous people.

Our menu included using basic ingredients with pumpkin soup, bread rolls, stewed Apple

pudding made in a 440g 7n can and custard.

We enjoyed sharing our meal together, showing respect and manners and discussing col-

our coding our meal with the green, amber and red cards.

It’s fantas7c listening to the language and discussion that is driven by our kids while coding

the food they’ve cooked.

We’ve all come a long way and I’m very proud of the knowledge the grade 3/4 kids have

gained and their enthusiasm for

Whole body happiness

Good mood food

Hydra7ng with water

The impact of packaged foods on our bodies and the environment

Learning to be grateful for everything we have and using our voices to express this.

We are finishing the term with a good mood pizza to celebrate the li?le pleasures that

make up a happy life.

Thanks to all my washing mums, I’m SOOOOO grateful to have you.

Cheers Shaz

KITCHEN GARDEN

NEWS

Linkletter Page 10

This Friday, 15th June, Glen Katherine is very excited to welcome two SEABL basketball players, one being the amazing Ezi

Magbegor Australia’s most exci7ng basketball players. Ezi was crowned WNBL’s rookie of the year last season and has

returned this season to play with Melbourne Boomers. She also represented Australia with the Opals at the Common-

wealth Games.

This Friday the players will join some of our interschool basketballers in a game during lunch7me, in the gym. ALer the

game grades 3-6 will par7cipant in a Q and A session.

Linkletter Page 11

HOUSE ATHLETICS

The House Athle7cs was held at Meadowglen Track for all of our Gr 4-6 students. The students competed in their chosen athle7cs

events with great zest and enthusiasm. A big thank you to our teaching staff and to the many parents who helped out on the day. From

the athle7cs a training squad will be selected for the district athle7cs that will be held in term 3 .

FINAL HOUSE PLACINGS

1ST – CORREA ( GREEN ) 527

2ND – ACACIA ( YELLOW) 508

3RD – GREVILLEA ( RED) 489

4TH EUCALYPT ( BLUE ) 398

David Blackburn

(PE TEACHER )

Linkletter Page 12

CANTEEN

DAY & DATE NAMES

Tues 19th June C Cunliffe

Wed 20th June S Diaz; (L Haynes)

Thurs 21st June T Forbes

Fri 22nd June B Lowe; S Ktistakis; K Wishart

Tues 26th June S Mifsud; C McFarlane

Wed 27th June L Mills

Thurs 28th June S King & Special Lunch Helpers

Fri 29th June L Cooperwaite; J Robertshaw; K Hol-ford (5th Friday extra)

QKR order cut off is at 8.20am each day

JUST A REMINDER, IF YOU ORDER VIA QKR, WE DO NOT REQUIRE A PAPER BAG TO BE PLACED IN THE LUNCH TUB.

NEW PLAIN (Dairy Free) Bliss Balls or COCOA Bliss Balls, healthier HONEY JOYS (Dairy Free), and ‘Pot Luck’ 200ml Primas all $1 each.

Our ALMOST WINTER HOLS LUNCH flyer has gone out and the lunch will be held on Thursday 28th June next. All orders must be received by 4pm, THURSDAY 21st JUNE. Please don’t hesitate to contact me if you have any queries about the items on this lunch.

ROSTER: We have spaces available on the following days if you are free to help. It is once a month unless you’d like to do more 9am to 11.45am –

3rd Tuesday; 1st, 2nd, 3rd & 4th Wednesday; 1st, 2nd, 3rd & 4th Thursday. If we could fill the Thursdays as soon as possible that would be outstanding. Any of my gorgeous volunteers keen to do more than once a month, I would love to hear from you too.

I can be contacted in the canteen Tues to Thurs 9am to 1.30pm or Fri 11.30am to 1.30pm, via cunningham.suzanne.s@edumail.vic.gov.au or by drop-ping a note in your grade lunch tub.

Cheers, Suzi Cunningham

Linkletter Page 13

PUT A SMILE ON YOUR CHILD’S FACE

…. And on ours’ as well!

Volunteer at our Canteen!

One way to put a smile on your child’s face is to become one of our valued volunteers in the Canteen! The excitement is wri?en all over

their faces as they come up to see you helping us in such an important role. All we ask is for a small commitment of a few hours of your

7me (9am to 11.45am) once a month.

Being on our Emergency List is also a great way to assist us as quite oLen we know we will be short the day before and can give you

early no7ce.

Feel free to pop in and chat to us Tuesdays to Thursdays between 9.30am and 1.30pm to find out all about how the canteen works and

how you can help.

NB: Unfortunately, no younger children are allowed to come with parents who work in our Canteen as it is an Occupa�onal Health and

Safety issue. Also government regula�ons require all persons working and volunteering with children to have a Working With Children

card. This is free to Volunteers (there is a small fee if you don’t have a current passport size photo) and forms can be downloaded &

lodged at your local Post Office.

Thanks for your 7me,

Suzi Cunningham (Canteen Manager)

CANTEEN ROSTER 2018

PLEASE CIRCLE HOW OFTEN & YOUR PREFERRED DAY:

MONTHLY FORTNIGHTLY WEEKLY

TUESDAY WEDNESDAY THURSDAY FRIDAY

Would you be prepared to go on our emergency list? (please circle) YES NO

Have you thought about joining the PFA? Do you want the opportunity to connect with

your child’s school, meet new people and hear directly from the Principal or member

of the leadership team about what’s happening in our school?

Did you know that joining as a general member doesn’t commit you to helping at every

event or even to attending every monthly meeting?

This year, the PFA is in dire need of new members, fresh faces with fresh ideas to en-This year, the PFA is in dire need of new members, fresh faces with fresh ideas to en-This year, the PFA is in dire need of new members, fresh faces with fresh ideas to en-This year, the PFA is in dire need of new members, fresh faces with fresh ideas to en-

sure that the community voice is heard. sure that the community voice is heard. sure that the community voice is heard. sure that the community voice is heard.

Do you enjoy getting your gifts from the Mother’s and Father’s Day Stalls?

Do your children enjoy themselves at the disco?

Did you and your family have fun at the Mega Fete?

Have you enjoyed a sausage from the BBQ at the Christmas Concert or the Art Show?

Have you sat on any of the outdoor seating or are your children enjoying new furniture and re-

sources in their classrooms?

Without new volunteers the PFA can not continue to offer these events and support the Without new volunteers the PFA can not continue to offer these events and support the Without new volunteers the PFA can not continue to offer these events and support the Without new volunteers the PFA can not continue to offer these events and support the

provision of these new resources for your children. provision of these new resources for your children. provision of these new resources for your children. provision of these new resources for your children.

We need you now! We need you now! We need you now! We need you now! Want to find out more? Grab some friends and come along and Want to find out more? Grab some friends and come along and Want to find out more? Grab some friends and come along and Want to find out more? Grab some friends and come along and

have your questions answered at our information evening on have your questions answered at our information evening on have your questions answered at our information evening on have your questions answered at our information evening on Tuesday 19Tuesday 19Tuesday 19Tuesday 19thththth June 7.30pmJune 7.30pmJune 7.30pmJune 7.30pm

in the Staff Room in the Staff Room in the Staff Room in the Staff Room –––– no commitment, no expectations.no commitment, no expectations.no commitment, no expectations.no commitment, no expectations.

To RSVP or for more information please email glenkpfa@gmail.comglenkpfa@gmail.comglenkpfa@gmail.comglenkpfa@gmail.com

Linkletter Page 14

Linkletter Page 15

COMMUNITY NEWS

COMMUNITY NEWS

Linkletter Page 16