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Dear Parents & Community,

Acknowledgement of the Country

Amazing students, amazing staff, amazing community

Words cannot express how thankful I am to each and every one of you for your incredible support this term. You all deserve a well earned break from school to recharge the batteries, and to have some quality time with those you are closest to.

Over the weekend, I was notified that there had been some items of our school playground moved around, and thankfully, our kind and caring parent and staff community came to the rescue to put things right before students and staff came to school on Monday, for our final week of Term 1. It is the kindness of our community that helps make our school an amazing place to be.

Tuesday 14 September 2021 Term 3 - Week 10

PRINCIPAL’S MESSAGE

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NAPLAN

Parents of students in Years 3 and 5 will be receiving their NAPLAN results in the mail over the next week. There is a flyer in our newsletter which has frequently asked questions that parents may find useful in reading their child’s NAPLAN report.

If you have any questions about any aspect of NAPLAN, please feel free to email the school to arrange an appointment with your child’s class teacher to arrange a mutually convenient time to talk.

Being prepared

For the first 3 weeks of Term 4 current arrangements will remain in place. Learning from home will continue, online. Parents must keep their child/ren home if they are able to be supervised at home. To help with our arrangements, parents are asked to email the school before the end of this week, outlining the day/s your child will be at school and the circumstances which necessitate this. A skeleton supervision staff will be at school to provide supervision.

From the start of week 4, Monday 25 October, Kindergarten and Year 1, including all students in 1/2W will return to school, full-time, for face-to-face learning. These students are expected to be at school unless they are unwell. Teachers will be providing one mode of delivery for students in this cohort - face-to-face only. All online learning for K, Year 1 and 1/2W will stop.

The following week, from 1 November, we will see the return of Years 2, and 6, including all students in 5/6C. Teachers will be providing one mode of delivery for students in this cohort - face-to-face only. Students in Years 3, 4 and 5 must stay home and continue with one more week of online learning.

From 8 November, all remaining students will return to school, for face-to-face learning, including Years 3, 4 and 5, bringing our whole school back on site. At this point, all online learning will cease*.

Once we are all back on deck, things will remain a little different at school as we are required to follow NSW Health restrictions - including (but not limited to): no SRE or SEE; no assemblies; no non-essential visitors; separated playground and toilet spaces for each student cohort; designated entry and exit gates; and staggered dismissal times.

*If, in the unfortunate event, the school needs to be closed, learning from home will recommence.

The school is currently in the process of checking all windows, doors and air-conditioners are in good working order, to maximise classroom ventilation.

All staff are required to wear masks throughout the day and masks are highly recommended, though not compulsory, for students. Parents may wish to have their children practise wearing a mask, leading up to the return to school next term.

As we continue to be buffeted about by the ever changing circumstances that we’ve come to know is 2021, we know

FACE-to-FACE RETURN DATES for TERM 4

From 25 October 2021 Kindergarten, Year 1 and 1/2W

From 1 November 2021 Years 2, 6 and 5/6C

From 8 November 2021 Years 3, 4 and 5

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there are challenges ahead, but our resilience - though heavily tested - will guide us through. Instead of waiting for the storm to pass, we’re going to be brilliant at dancing in the rain.

We can do this.

Have a look at the amazing work from last week on the following pages of this Newsletter.

Kerry Goldhagen

Principal

SCHOOL NEWS

EAL/D

This week it's time to find out about the staff at ENPS.

Our staff:

• were born in six different countries,

• speak 14 different languages

• and come from 13 language backgrounds other than English.

What a diverse and amazing school we are!

Can I encourage everyone in the holidays to continue to speak their home languages, learn a new skill and try something different. Not only is this fun, but it will expand your children's vocabulary as new experiences provide opportunities for them to learn a wider range of words, which leads to more effective communication.

Here are some websites which you may like to look at in the holidays:

https://eslathome.edublogs.org/

https://www.gamestolearnenglish.com/

https://www.highlightskids.com/

http://learnenglishkids.britishcouncil.org/

I wish you all an enjoyable break as you and your families discover many new talents and words!

Mrs Lane (EAL/D Teacher)

Mindfulness and Wellbeing

If you are looking for some extra incentives to keep your child engaged and motivated during remote learning, the following or something similar could be negotiated with your young student/s prior to their daily learning at home.

Milkshake Monday - go out for a milkshake after lessons are completed for the day (or make milkshakes at home).

Making Monday - making something together for lunch or dinner-wraps, pizzas, fruit salad etc

Trampoline Tuesday - trampoline time after home learning activities if you have one.

Television Tuesday - watch a previously negotiated program on television.

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Toy Tuesday - play with a favourite or special toy that is not available to play with all the time.

Walk and Talk Wednesday - wear house colours or leisure wear for home learning and go out together afterwards for a casual walk and talk.

Thinking Thursday - time for puzzles, riddle and joke books, jigsaws, sudoku, find a word and maze activities

Favourite Game Friday - child chooses the game to play alone, with a sibling, parent, family. Could be a board game or something more active.

Or Free Drawing Friday - a cheap drawing pad, whiteboard, chalk board, scrap book or sketch pad can be used for an agreed amount of time.

Saturday Surprise - parents plan on a weekend activity or treat based on child’s interests and preferences. Does not need to involve extra expenditure or lots of time unless you choose.

Gail Diver

Mathematics and Statistics Research Competition

We had a number of senior students enter a Melbourne University run math competition. This involved

students researching a chosen question and was judged on mathematical accuracy and also submission

originality, creativity, communication and presentation.

All entries were of a high standard and our students should be commended for their application and effort.

I am pleased to report Sanjit B and James C both of 6B, are in the National Finals, competing against 4 other

teams. The next step involves them presenting their research synopsis and answering questions to a panel

of academic experts.

We congratulate the boys and wish them the best of luck in their endeavours.

Keith Barnet

Classroom Teacher/Mathematics Coodinator

Student Executive and House Captain Election for 2022 for Year 5 students and parents/carers

Attached is the process, timeline and guide for Year 5 students thinking of running for leadership positions in

2022. This information has been shared with students via a zoom meeting, but parents of interested students

familiarize themselves with the nomination process. Please check all due dates carefully as, for fairness, we

cannot make any exceptions to the format or dates.

There are processes in place for the elections to be held, no matter the level of restriction in place at the time.

The information has been provided to parents via Skoolbag, email, the newsletter and to students individually

through Google Classroom.

Thank you

Keith Barnett

2022 Election Coordinator

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EMAIL: info@wingaru.com.au

FACEBOOK: @wingaru

INSTAGRAM: @wingaru_education

Wingaru Kids Dear Caregiver,

Your school is leading the way in Aboriginal education and is introducing Wingaru Kids — an interactive digital platform designed to deliver Aboriginal perspectives to all students.

The inclusion of Aboriginal perspectives in schools is benecial for all students regardless of their background. Aboriginal perspectives help build an understanding of Australia’s history as well as promoting empathy, diversity, reconciliation, cultural knowledge and equality.

Wingaru Kids is designed to make learning fun while introducing your student to key concepts and themes related to Australian history, Aboriginal people and culture. Wingaru Kids delivers materials to support educational outcomes included in the Australian Curriculum.

Your student has their own Wingaru Kids account and has been given log in details to enable them to access the platform, both in the classroom and at home. Your classroom teacher has access to your child’s account and can provide you with the password should you require it.

The lessons, videos, activities and games available to your student have been carefully prepared by an experienced team of educators to ensure that your child is receiving a high quality educational experience that is both engaging and culturally appropriate. Your classroom teacher has complete control over which lessons your student completes and has carefully selected the chosen lessons with your child’s learning goals in mind.

The Wingaru Kids platform is a web based program requiring an internet connection. The platform will work on any device with a web browser. Internet safety is important to Wingaru Education and we would like to reassure you that:

• Wingaru Kids does not allow any free form communication between students — it is impossible for students to send or receive messages of any kind to other users;

• Wingaru Kids does not expose students to any form of marketing. There are no in game purchases; and

• Wingaru Kids does not require students to leave the platform for any reason.

You can find more information about the platform on our website www.wingaru.com.au. If you would like to keep up with Wingaru news, you may like to follow us on facebook www.facebook.com/wingaru.

I trust that your child will enjoy learning on the Wingaru Kids Platform.

Lesley Woodhouse DIRECTOR

WEBSITE: www.wingaru.com.au

Student Executive and House Captain Election for 2022

One of the leadership opportunities for students at ENPS is to nominate for election into the Student

Executive or as a Sport House Captain in year 6. The Student Executive is made up of a girl and boy captain, a

girl and boy vice captain and 4 prefects of each gender. For each Sport House there is a girl and boy

(preferably) captain.

The roles and responsibilities of these students will include representing the school at official functions,

leading school assemblies, guiding visitors to the school, mentoring new students, performing duties

including running weekly assemblies, flag hoisting, writing messages on the school notice board, running

morning assembly, attending leadership workshops, being active members of the Student Representative

Council and generally providing a role model for their peers and younger students. The duties and

responsibilities of the student executive will also develop as they become more experienced in their roles. As

House Captains, students are required to inspire and lead their house students at sporting events and

carnivals. Encouraging participation and good sportsmanship is a major element of the role. House Captains

also work with staff to maintain, deliver and store sport equipment for daily and weekly sporting events. This

will include various fitness and sport activities for grades K-6.

Grade 5 students who wish to represent the school and be role models for other students as part of the

Student Executive or as House Captain in year 6, are required to nominate themselves and present an

application for the position. Students will need to demonstrate their suitability to the role in their written

application. Guidelines for the application are attached to the following timeline and we would like students

to use our school wide expectations to help them with their application.

Students and their parents are advised to read the following timeline and guide carefully and be familiar and

comfortable with the process and the expectations of prospective student leaders. Please note that

successful and unsuccessful candidates for both executive and house positions will be informed at school and

not through a phone call to parents.

In line with democratic process, Epping North Public School will hold an election using a secret ballot and

preferential voting for school captain, vice captain and prefects. Students in grades 3-6 and staff will vote

using a ballot including thumbnail photos of each candidate. In addition to preparing an application,

candidates must also produce a campaign poster (details in the timeline) and present a 1 to 2 minute speech

on their Election Day. House Captain candidates will not produce a poster but will make a brief speech to

their House on their election day (see timeline).

Please make note of the specific timeline and cutoff dates for various parts of the process. We cannot make

any exceptions to these dates for students who are absent on holiday.

Epping North Public School Student Leadership Policy

The aim of our Student Leadership policy at Epping North Public School is to build the understanding and

skills of leadership in all students, through the total curriculum and the many varied activities of school life.

The school aims to provide students with every opportunity to develop their individual capacity to lead and

influence others in a responsible manner.

Student leadership activities at Epping North link strongly with learning about citizenship and democratic

processes from Kindergarten to year 6. The goal is for students to learn about, and exercise, the rights and

responsibilities of participating in a community that values social justice.

The school aims to provide leadership opportunities to all students throughout their time in primary school.

These may be:

A. Both formal and informal learning opportunities which develop the competency of individuals as

leaders and effective participants. Some of these opportunities include:

● Curriculum units of work across all Key Learning Areas focusing on Democracy and the rights and

responsibilities of citizens, the form and role of Government in Australia and the study of leaders and

individual accomplishment.

● Excursions involving the study of civics and government

● Incursions by visiting leaders or experts

● Buddy programs

● Leadership capability building camps and workshops

B. Processes and structures for student representation and the incorporation of students’ views into

decision making and the life of the school.

Some of these opportunities include:

● Student Representative Council membership

● Environment Monitor

● Library monitor

● Student Executive

● Sport House Captain

● Classroom roles

● Peer Mediator

At Epping North Public School, students are encouraged to take every opportunity to develop their

leadership capabilities and to practice these skills in leadership and peer support roles.

Timeline for Selection of Student Executive for 2022

Term 3/4

Term/Wk Event/Requirement Date/Due3 / 10 Year 5 students receive information in regard to the selection of Student

Executive and Sport House Captains for the following year. This informationincludes details of the process and requirements of candidates as well as thetimeline of events leading up to induction of student executive. This will bedistributed via Skoolbag, a Year 5 zoom meeting and the school newsletter.

Monday13th

September

4 / 1 Student executive candidates self-nominate by preparing and presenting anomination letter which convincingly demonstrates how they fulfill the profile ofa student leader. Students are directed to the School Expectations andleadership qualities promoted by the school and Department which are listedafter the timeline. The nomination should be no more than a page of eitherword processed or of hand written text, which will be uploaded via Googleclassroom. Wherever possible include evidence of your claims. Candidates onlyrunning for House Captain do not have to prepare a nomination letter at thisstage.

Due: Friday8th October

4 / 2 Nomination letters read and considered by members of the executive team andthe Stage 3 teachers. The purpose of this is to ascertain if candidates are suitablefor school executive positions. Unsuccessful candidates will be informed andparents will be contacted. Successful applicants will be told and will be expectedto inform their parents.

Friday 15thOctober

4 / 3 If there are more than 10 suitable candidates (per gender), Stage 3 and all staffwill then vote to determine the final 10 (per gender).

There will be a limit of 10 candidates that will proceed to the next stage.Successful and unsuccessful candidates will be informed via a phone call.

Friday 22ndOctober

4 / 4 Candidates are required to make and present a campaign poster.(Student Exec Only) Only one will be required A4 size and may be produced on acomputer or by hand. Posters must contain at least one good photograph of thecandidate. Posters should be eye-catching and truthfully represent thecandidate’s personality and qualities. The posters will be under the primaryCOLA for the weeks leading up to speeches. Students will also create and wear abadge during that time. *All posters to be shown to class teachers to verifyappropriateness.

Due:Monday

25thOctober

4 / 6 Candidates prepare a 1-2 minute speech to be delivered on election day in Week7. Speeches should reflect the candidate’s nomination letter but also be writtenand delivered using persuasive techniques and language. Candidates MUST handa transcript to Mr Barnett on or before Friday 12th November. Speeches shouldnot contain gimmicks, songs or employ audience participation, but shouldreflect the candidate’s character and personality.

Speechtranscript

due:Friday 12th

Nov4 / 7 Student Executive speeches delivered

Boys Tuesday and Girls Wednesday (Student Exec Only)Boys -

Tuesday16th Nov

Girls -Wednesday

17th NovDepending on lockdown/ back to school arrangements at this stage are a) If in lockdown - candidates dospeeches at home and send to teacher via Google classroom which is sent on to the 3- 6 classes and voted onvia google forms. b) If at school normally - a live zoom speech delivered via conference zoom with all 3 -6

students voting either by paper or google forms. After each speech the candidate will be asked apredetermined question by a teacher. For fair comparison, all candidates will be asked the same question. Theorder of candidates on the ballot will be randomly drawn from a hat.If paper, voting will take place in classrooms on completion of speeches. Each classroom teacher will receive aset of ballot papers for their class. Voting is a secret ballot and teachers will ensure younger students aresupported to make the voting as successful as possible. Voters will mark the ballot from 1 to 10 in order ofcandidate preference. Ballot papers will contain a thumbnail picture of the candidate.

4 / 7 Votes will be tallied using a preferential system. Members of the executive andthe student welfare team may count and tally votes. From the 10 students ofeach gender delivering speeches/ 6 boys and 6 girls will be successful. Allstudents will be informed at school as soon as the voting has been counted- andchecked. If we are still in lockdown the election will take place via Google forms.All students will be advised / parents phoned / and receive a letter. Studentswishing to stand for House/ Sport Captain will need to submit a shortnomination letter which convincingly demonstrates how they fulfill the profile ofa house captain. Students should then prepare a short speech ready forTuesday’s election after reading the note below.

HouseCaptain

letters due:Thursday25th Nov

4 / 8 House meetings will be conducted to elect the girl and boy House Captains forthe following year. This will also be a secret vote using a named ballot andrequiring students to tick or cross their preferred candidate. Votes will becollected and tallied by the teachers in their respective houses. Successfulcandidates and unsuccessful candidates will be informed at school. Successfulcandidates will be inducted on Presentation Day in week 10.

Tuesday30th Nov

4 / 10 Student Executive roles and House Captains are announced and students areinducted. The new Student Executive and House Captains will each sign a Codeof Conduct before they begin their new role in the following year.

Important Notes● Candidates nominate for any role in the Student Executive – Captain, Vice Captain or Prefect; they do

not make preferences.

● Candidates may nominate for Student Executive AND House Captain. However, if the student is

successful in gaining a place as Captain, Vice Captain or Prefect then they will not be a candidate in the

elections for House Captain.

● Sport Captain candidates must also prepare and present a nomination letter to be considered by the

teaching executive and Stage 3 teachers and make a brief speech at the house meeting prior to voting.

This nomination must be convincing and address the candidate’s suitability to the role of House

Captain providing evidence and noting leadership qualities. Sport House Captains are NOT required to

be outstanding in any sport or team. Responsibility and being a good role model/good sport are more

important attributes. If a student is nominating for both Student Executive and House Captain, they

may address both nominations in the same letter – referring to both roles separately.

● Student executive candidates are required to present the same speech to the

student body that is provided to Mr Barnett by November 12th.

● Students who present a speech that differs from that provided to Mr Barnett

and is vetted by the school executive will be excluded from the election

process.

School – WideExpectations

Respect

● Be an active listener (Take turns, hands up, follow instructions,listen and do, communicate with courtesy.)

● Be cooperative (Keep your hands and feet to yourself, respectpersonal space, show kindness and include others.)

● Be proud (Use polite language, show pride in yourself, your schoolenvironment, yours and others’ property and pride in each other.)

● Celebrate differences (Respect and acknowledge the rights ofothers.)

Responsibility

● Be an active learner (Strive for your personal best, care for others’self esteem, participate.)

● Be prepared (In line on time, have your equipment ready, beengaged and punctual.)

● Be safe in the right place (Work and play safely, show care andcompassion, line up correctly, stay within boundaries.)

● Make good choices (Show kindness to others, the environment &property; be inclusive, accept responsibility for your actions.)

Resilience

● Be challenged (Have a “can do” attitude, be positive, have a go, setand strive for personal goals.)

● Be a good sport (Take turns, be a fair team, sport and groupmember, cooperate.)

● Be flexible (Embrace new experiences, cope with change.)● Bounce back (Keep trying, accept setbacks, learn from your

mistakes, accept constructive criticism.)

Success

Holiday Wellbeing K-6

Why not start early with some holiday activity planning? Once prepared,

these activities could be enjoyed for a number of days. Before starting any of

these activities they will require some parent permission and supervision.

1) OBSTACLE COURSE

Gather some equipment like different sized balls, hoops, skipping

ropes before looking around the space for inspiration. Create your own

obstacle course in the garden or shared space. Competitive children

may like to beat their own times.

2) BUILD A CUBBY HOUSE

Create a special place to play and picnic. Items such as old sheets and

towels, big boxes, the clothing line (hang a sheet over) could be used.

3) A) CHALK DRAWING AND WRITING

On the driveway, under supervision, children can write positive

messages and draw happy pictures. If you have an open view from the

footpath people passing by can also enjoy them.

B) CHALK MARKING

Draw up an outdoor noughts and crosses, hopscotch or snakes and

ladders board. If you can do it on the footpath in front of your house

others can enjoy it too. Just remember to leave stones to use as

counters and think of how you could make an outdoor dice!

4) PAPER PLANE CHALLENGE

There are plenty of Google templates to copy or use to design and

make paper planes for the whole family. Whose plane flies the furthest?

5) TOY WASH

Soft toys, dolls or even building bricks can get grubby. Pick a dry,

sunny day to set up a tub of sudsy water and another of clear water

with a towel, rack or drying area. Bring out the toys and set up a

production line.

6) WATER GAMES

Get out the water pistols, bubble blowers, water balloons, toy boats in

a bucket, plastic water slides and more!

7) GNOME OR FAIRY GARDEN

Take out any little plastic figures already accumulated and collect

fallen flowers, blossoms, shells, stones, leaves. Arrange them in a

secluded spot or under a tree in the garden.

The same materials can be used to create Mandalas (symmetrically

patterned arrangements) on flat ground or on coloured paper.

8) FOOT GOLF

Set up a course in the garden using numbered plastic or paper plates

as “holes” and kick a soccer or tennis ball from one hole to the next

around the course.

9) OUTDOOR BOWLING

Collect empty plastic bottles and set up your own bowling alley in the

garden or on the driveway.

Frequently asked questions Individual student reports

2021

NAPLAN is a national literacy and numeracy assessment sat by students in Years 3, 5, 7 and 9 in May each year. Literacyand numeracy skills are the critical foundation for all learning. NAPLAN is the only national assessment that all Australianchildren can undertake. Questions assess content linked to the Australian Curriculum: English and Mathematics.

NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy overtime – individually, as part of their school community, and against national standards.

NAPLAN tests are one aspect of each school’s assessment and reporting process, and do not replace the extensive,ongoing assessments made by teachers about each student’s performance. Your child’s teacher will have the bestinsight into your child’s educational progress. Along with other school assessment reports, NAPLAN reports can be usedto discuss your child’s strengths and areas for improvement with their teacher.

When will I receive my child’s NAPLAN report and what will it tell me? If you are a parent/carer of a student who undertook theNAPLAN tests in May this year, your child’s schoolwill provide you with an individual report of your child’s results.

You can expect to receive your child’s NAPLAN report from August onwards, once state and territorytest administration authorities (www.nap.edu.au/taa)have provided the NAPLAN individual student reports toschools.

You will see five achievement scales (or ‘rocket ships’) showing your child’s NAPLAN results for reading, writing, spelling, grammar & punctuation, and numeracy.

The Years 3, 5, 7 and 9 literacy and numeracy assessmentresults are reported on a scale from Band 1 to Band 10.This scale represents increasing levels of knowledge,understanding and skills demonstrated in the assessments.

How is NAPLAN delivered in schools?

NAPLAN is moving online, with the aim to have allschools transition from paper to online testing by 2022.

This means that in May 2021 some students sat NAPLANon paper, while others sat the tests online.

NAPLAN Online provides a better assessment, moreprecise results and is more engaging for students.

How do I read the report? Under each rocket ship, there is a statement specifyingwhether your child completed each of the assessmentsonline or on paper. All Year 3 students complete the writing test on paper.

Regardless of whether students complete the test online or on paper:

• students are assessed on the same underlying literacyand numeracy skills taught through the curriculum content

• student results will continue to be measured againstthe same NAPLAN assessment scales, meaningresults of both formats are comparable.

NAPLAN is a valuable tool that can give useful insightsinto a student’s performance over time, but individualreports should be interpreted with care as they reflect thestudent’s performance on the day of testing.

Only the most relevant six bands for each year level areshown on the student report. The Year 3 report showsbands 1–6, the Year 5 report shows bands 3–8, the Year7 report shows bands 4–9, and the Year 9 report showsbands 5–10. The diagrams in the student report show therange for the middle 60 per cent of students, the nationalaverage result and the national minimum standard foreach year level. Reports in some states and territoriesalso show the school and/or state average. The reportalso summarises the skills that students have typicallydemonstrated in the assessments at each band.

How does NAPLAN help my child? NAPLAN provides an opportunity for students todemonstrate what they have learnt in the areas ofliteracy and numeracy. Individual student results show parents/carers how their child performed in thereading, writing, spelling, grammar & punctuation, and numeracy tests.

Your child’s achievements are compared with the achievements of all students in Australia, not just with their classmates’ achievements. NAPLAN results can help parents and students to discuss individualstudent progress with teachers. Because NAPLANtracks your child’s progress across Years 3, 5, 7 and 9, it also provides objective information about growth instudent attainment in literacy and numeracy.

What impact will the results have onmy child’s future?

NAPLAN results provide important information aboutliteracy and numeracy skills that your child is learningthrough their regular school curriculum. The results complement the other assessments your child doesat school. They provide you and your child’s teachers with an understanding of your child’s achievements and progress at the time of the assessments. The information can be used to support your child to reachtheir full potential.

Some schools may ask for NAPLAN reports, in additionto school reports, as part of their admissions process.NAPLAN assessments are not designed to be a schooladmission test. However, results may be useful for informing a new school of a student’s needs. If you have any concerns, ACARA encourages you to talk them over with the school.

How does NAPLAN help my school?

NAPLAN is the only national assessment that Australian children undertake. NAPLAN helps:

• teachers to better identify students who need greaterchallenges or extra support

• schools to identify strengths and areas of need inteaching programs

• schools to set goals in literacy and numeracy

• school systems to review programs and supportoffered to schools

• the community to see average school results on theMy School website.

NAPLAN also complements other school assessmentsand provides nationally comparable data to helpgovernments evaluate how education programs areworking and whether students are meeting importantliteracy and numeracy standards.

Who else will see the results? Each year, test administration authorities provide schools with results for all students who sit NAPLAN. Schools are encouraged to use the results to inform theirplanning for improvement across the school. Individualstudent reports are confidential. No-one outside of yourlocal test administration authority or your school will seeyour child’s report.

Average school results are publicly reported on My School (www.myschool.edu.au). The website is updated with the previous year’s results in the first quarter of each year. My School allows the communityto look at aspects of each school’s profile, as well as to make comparisons with schools that serve similarstudent populations. Your child’s individual results are not available on My School.

What if the results are not what mychild and I expected? NAPLAN tests assess learning progress in literacy andnumeracy. Students are provided with an indication of where their results are located on the assessment scale for each test. While NAPLAN results can be comparednationally between all students and over time, astudent’s experience on the day of the test may affect their performance.

If you have any questions or concerns about your child’s NAPLAN results, you should discuss these with yourchild’s teacher, who will have the best insight into your child’s educational progress.

To find out more about NAPLAN and/or the move online, visit www.nap.edu.au

© NSW Ministry of Health 6 September 2021

What is the Delta variant?

The current outbreak in NSW is due to the Delta variant of the COVID-19 virus.

The Delta variant is estimated to spread more than twice as easily as the original virus, which puts your family

and friends at greater risk if you are infected. The Delta variant can also cause more severe illness:

• The risk of needing hospital care for people infected with the Delta variant is around double that of

those infected with the Alpha variant.

• Compared to other variants, people infected with the Delta variant are more likely to be admitted to

hospital, including to intensive care.

What COVID-19 vaccines are available?

Three vaccines are currently approved for use in Australia: the Pfizer (Comirnaty) vaccine and the AstraZeneca

(Vaxzevria) vaccine are available now. The Moderna (Spikevax) vaccine will be available soon.

Do COVID-19 vaccines actually work?

Yes! Australia can rely on evidence from around the world showing that vaccines are very effective against

COVID-19, including the highly contagious Delta variant.

Two doses of a vaccine:

• Reduces the chance you will be infected with COVID-19 by around 60% - 80%.

• Gives you around 90% protection against hospital admission or death from COVID-19 if you are

infected.

• Significantly reduces the overall spread of COVID-19 to others.

COVID-19 is very dangerous and spreads quickly. Even if you don’t have symptoms or get sick, you can still

pass the virus on to others. Vaccination will protect you and help reduce the spread. Getting vaccinated also

helps to protect your family, your friends and your community.

Have COVID-19 vaccines been developed too quickly to be safe?

No! COVID-19 vaccines are built on decades of research, with scientists from around the world working

together to ensure no scientific testing or approval steps were skipped.

All the vaccines available in Australia have been approved for use by the Therapeutic Goods Administration

(TGA). The TGA checks vaccines for safety, quality, and effectiveness.

I’m young and healthy, do I still need to get vaccinated?

Yes! Over half of those with COVID-19 in NSW are under 40. Many young people have been admitted to

hospital and even intensive care because of COVID-19. You should get vaccinated to protect yourself, your

family and friends.

COVID-19 spreads easily, and the Delta variant spreads more than twice as easily as the original virus. It can

also cause more severe illness in those that get it. Vaccination will help protect you and those you love.

health.nsw.gov.au

© NSW Ministry of Health 6 September 2021

Should I get vaccinated even though I could still catch or spread COVID-19?

Yes! COVID-19 can cause severe disease and death at any age but is particularly risky for older people and

those with existing health conditions. Two doses of a COVID-19 vaccine gives you around 90% protection

against hospital admission and death from COVID-19 if you are infected. It also helps reduce spread to others.

Severe COVID-19 can lead to a person needing care in hospital, and for some, intensive care is needed. If lots

of people need hospital care at the same time it could put a lot of pressure on hospitals and the health system.

Vaccination helps to limit the number of people with severe disease who need hospital care , helping to keep

hospitals open for those who need them for other reasons.

Are there dangerous ingredients in COVID-19 vaccines?

No! The TGA considers the safety, quality and effectiveness of every component in a vaccine before it is

registered for use in Australia. Components in the available COVID-19 vaccines are listed on the Australian

Register of Therapeutic Goods. The components vary depending on the type of vaccine but may include:

• a piece of genetic code (mRNA), or

• a very small dose of a weakened virus and a piece of genetic code (DNA), or

• a protein component of the virus

• a substance to boost the immune response (an adjuvant)

• a small amount of preservative

• sterile saltwater (saline) for injections.

None of the COVID-19 vaccines approved in Australia:

• contain egg or animal products

• can affect or interact with your DNA in any way

• contain anything that can track you

• are unsuitable for people based on religious or faith requirements.

Does the risk of a serious side effect mean I shouldn’t get vaccinated?

No! All the COVID-19 vaccines approved in Australia have good safety profiles and millions of doses have

been given safely, protecting people from COVID-19.

All medicines have possible side effects, but the chance of a severe side effect from a COVID-19 vaccine is

extremely low. Compared to the risks of getting COVID-19, the benefits of the vaccines are clear.

The protective benefits of vaccination against COVID-19 far outweigh the potential risks. It is recommended

that people 12 years and over get any COVID-19 vaccine available to them as soon as possible. The Pfizer and

Moderna vaccines are approved for those aged 12-17 years old, and all three vaccines are available for people

aged 18+.

Can I get a COVID-19 vaccine if I am pregnant, breastfeeding, or trying to get pregnant?

Yes! You can get vaccinated if you're pregnant, breastfeeding or trying for a baby. There is no scientific

evidence to suggest COVID-19 vaccines affect fertility. If you are pregnant, you should get vaccinated now.

Pregnant women are particularly vulnerable to COVID-19. Vaccination reduces the risk of severe disease and

helps to keeps you and your unborn baby protected. The vaccine cannot give you or your baby COVID-19.

Will I need to get a ‘booster’ shot?

Maybe. Studies are underway to better understand how long the vaccines will provide protection against

COVID-19, as well as how well they protect against new variants of the virus. This evidence will help to inform

whether a booster (or third dose) will be needed to maintain the best possible protection against COVID-19.

How do I book?

Book now online - www.nsw.gov.au

Call to book: 1800 57 11 55 / Telephone Interpreter Service (TIS): 131 450

HELPFUL TIPS FOR COMING BACK TO PRIMARY SCHOOLYour teacher is looking forward to seeing you and we know that you are looking forward to seeing your friends.

Sometimes learning from home felt easy, sometimes it felt a bit hard. Everyone has a different learning from home story to tell. Here’s some helpful tips for you as you get ready to return to school.

GET READYCheck your uniform and shoes still fit, and repack

your school bag. Your school will have hand sanitiser and

masks, but you can take your own too!

BE SAFESafety first – wear your mask.

Sneeze or cough into your elbow, put used tissues in

the bin, and wash your hands during the day and before

you eat.

SLEEPNothing beats a good sleep.

Go to bed early and keep phones and other devices in another room, so you’re

not disturbed. It might take a little time to get back into

your routine.

FEELINGSIt can help to talk. It’s ok to feel a little unsure, worried,

nervous, happy, angry or any feeling in between. Talking

to your parent or a carer, your teacher or other staff is important when you feel

unsettled or are worried about a friend.

SCHOOL WORKTry your best. Let a teacher, parent or a carer know what you found easy or hard when working from home. They are

there to help you.

BE KIND AND PATIENT

Everyone will settle back to school in a different way.

Showing kindness and being patient with the people

around you will help everyone feel better.

HAVE SOME FUNYour teacher wants you to

enjoy being back at school. Join in the classroom and break-time fun, and play

outside with your friends and classmates.

EATFood is fuel for your body

and brain. Don’t forget to eat breakfast and grab a healthy lunch and keep your water

bottle topped up!

There are more ideas on looking after yourself on the Department of Education’s student mental health and wellbeing pages. NSW Department of Education