beaumont hills public school enewsletter...pdhpe health, wellbeing & relationships students...

The ParkwayBeaumont Hills NSW 2155Subscribe:Subscribe: https://beaumonthps.schoolzineplus.com/subscribe

Email:Email: [email protected]:Phone: 02 8824 6470

Fax:Fax: 02 8824 6473

9 May 2019 - Term 2 Week 29 May 2019 - Term 2 Week 2

Principals Report

Welcome back to Term 2. This is an even busier term forour teachers which will see the writing of reports on studentlearning to reflect learning and wellbeing outcomes. The useof Sentral will be extended to produce the student reports thissemester. This gives us a simpler format through this platformwhich we are using to collect all student data – attendance,wellbeing, learning outcomes.

Congratulations to Junior Girls Relay Team

On the last day of Term 2 our Junior Girls Relay team proudlyrepresented Beaumont Hills Public School at NSW SwimmingCarnival. The team, Jordyn, Maia, Clara and Megan swam well,doing their best in a very competitive field. Whilst they didn’tprogress beyond their heat they gave their best and I was soproud to be there to support the girls.

School Development Days Term 4

Beaumont Hills PS has rescheduled the school developmentdays Term 4, 19 and 20 December to Saturday 1 and 15June . On these days the staff will be undertaking training inChoice Theory, an internal psychology system for empoweringindividuals and improving relationships. As staff are trained ourstudents will be supported to apply choice theory concepts

to their friendships and behaviour choices. It will become ameaningful tool to support wellbeing in our school.

Staff News

Miss Tolsher will continue in the role of Curriculum Advisor,School Services Directorate during Weeks 1-5 of this term. MrsAdams will continue to relieve in the role of Deputy Principal andMr Ross will continue as Assistant Principal Stage 2.

Mrs White and Mrs Foster will be on maternity leave for theremainder of 2019. Miss Mancey will be covering the teachingload of Mrs White at this stage. Mrs Walsh and Miss Ayoub willbe covering the teaching roles of Mrs Foster.

Easter Raffle Winners

Congratulations to the winners of the Easter Raffle, generouslyprovided and organised by our P&C. The winners were asfollows: Joshua 6P; Bridie 6W; Daisy KG; Riley 4/5P; Adam 6P;Ayan 3F; Layla KK; Isabel KG; Zachary 2S; Muhammad KH.

Police Youth Liaison Officer

Welcome to Senior Constable Ethan West, the Police YouthLiaison Officer for the Hills Police Area Command. SC West willwork with our school to support students and families in severalways. Coming up is a forum at Castle Hill Library that maybe of interest to the parents of Stage 3 students. Presentersinclude a representative from NSW Police (SC West) and aschool counsellor who will talk about how to support your teenthrough high school and how to navigate the digital world safelyto protect your child from cyber bullying. The link to register is:

https://www.eventbrite.com.au/e/understanding-your-teen-managing-school-pressures-and-safe-social-networking-tickets-59566950352

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Student wellbeing

Recently I have received questions about the distribution of‘orange cards’. As per our Behaviour and Discipline Policy(June 2017) one of the methods we use to initially recordincidents at school has been the use of an incident reportform or an ‘orange card’. These cards are used simply torecord an issue that may require follow up from an assistantprincipal. The levels of behaviour are a way of, at a glance,having an indication of the severity of the incident which canhave an effect on the priority given to the follow up required.The assistant principals have a teaching load and their numberone focus is the teaching and learning of their own classes, sobased on the level of the incident they are able to plan theirresponsibilities to best meet the needs of the students. Whendealing with behaviour incidents a lot of time is spent on theinvestigation, questioning children involved to get to the bottomof what happened. Any action taken as a consequence of poorbehaviour decisions is aimed at supporting students to makebetter choices in the future. Reflections ask what happened,why, and then have a future focus. Therefore, getting ‘anorange card’ simply means that a child has been involvedin an incident that requires investigation. We generally recordthe names of all students involved, whether they are a victim,witness or involved. The information is collected as a recordthat we can use to analyse wellbeing in the school. We look forpatterns – in places, times, students involved etc. You will becontacted about more significant behaviour issues.

It is important that BHPS is a happy safe place for all children.Teachers investigate incidents as they are reported.Perspectives on what happened are often very different, but themessage is always that children make good choices, be kind toeach other and demonstrate the school values.

Bronze Awards

Congratulations to the Bronze Award recipients who receivedtheir badges on Tuesday this week.

Ms WelshPrincipal

Deputy Principal Report

The wait is over! On Monday letters will be emailed to eachof our families with details of how to set up the Sentral parentportal. As I am sure many of you are aware, technology cannotalways be predictable. I envisage each family being able toregister and access the portal without an issue however, ifyou do experience any difficulties feel free to email me. I willendeavour to assist you as soon as feasible.

Each term we provide open communication to our familiesregarding the content covered in class. This information aimsto encourage open dialogue between parents and childrenregarding their day. There are many times when a parent askstheir child what they did at school that day and the responseis a resounding, ‘nothing’. In an attempt to avoid this standardresponse you may like to rephrase the question. You couldtry asking them things such as, ‘what persuasive text are youreading in class at the moment?’ or ‘ What skill are you workingon in PE?’

TERM OVERVIEWS

Early Stage One

English Phonics - Single sounds

Magic 100 Sight Words

Big Books

Daily exposure to speaking and listening,reading and writing activities

Mathematics Throughout Early Stage 1, students learn toask questions and use known facts toexplore mathematical problems and developfluency with mathematical ideas. They useeveryday language, concrete materials andinformal recordings to demonstrateunderstanding and link mathematical ideas.

Students learn to:

• count to 30 and represent numbersto 20 with objects, pictures, numeralsand words

• read and use ordinal numbers to atleast ‘tenth’

• use concrete materials to modeladdition, subtraction, multiplicationand division

• use the language of money andrecognise the coins and notes of theAustralian monetary system

• divide objects into two equal partsand describe them as halves

• recognise, describe and continuerepeating patterns of objects anddrawings

• identify length, area, volume, capacityand mass, and compare and arrangeobjects according to these attributes

• manipulate, sort and representthree-dimensional objects anddescribe them using everydaylanguage

• manipulate, sort and describerepresentations of two-dimensionalshapes, identifying circles, squares,triangles and rectangles

• connect events and the days of theweek and explain the order and

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Science &Technology

Unit: Earth & Space (continuation from Term1)

This unit focuses on daily and seasonalchanges in the environment. Studentsinvestigate how living things respond tothese changes in the environment. Studentsare introduced to a foundationalunderstanding of the Earth as a dynamicinterrelated part of physical and biologicalsystems.

Digital Technologies

This unit focuses on digital systems andhow they are used to communicate.Students are introduced to computationalthinking.

HSIE Unit: Personal & Family Histories(continuation from Term 1)

Students learn about their own history andthat of their family; this may include storiesfrom a range of cultures and other parts ofthe world. Students build on theirknowledge and understanding of how thepast is different from the present, based onhistorical skillsof inquiry and communication.

PDHPE Health, Wellbeing & Relationships

Students learn about what and whosupports themselves and others to behealthy, safe and active citizens. They areprovided with opportunities to develop theirknowledge, understanding and skills todevelop self-management and interpersonalskills to positively interact with others.Students have opportunities to apply theseskills across multiple contexts to establishand manage healthy, safe and active lives.They participate in movement-basedlearning experiences to strengthen theirmovement competencies and developpositive attitudes towards participation inphysical activity and making active choices.

Movement Skill & Performance

Students are provided with opportunities toexplore movement challenges from a varietyof contexts such as rhythmic and expressivemovement; individual/group/team physicalactivities; initiative/challenge physicalactivities; aquatics; and lifelong physicalactivities. Students develop and practisemovement skills and sequences throughactive play and structured movementactivities. They are provided with

opportunities to learn through movement toimprove competence and confidence intheir movement abilities. Students learnabout movement as they participate inphysical activity in a range of differentsettings. They are provided withopportunities to develop self-managementand interpersonal skills through movement.Students learn about their strengths andidentify actions they can take to keepthemselves and others safe whenparticipating in physical activity

CreativeArts

Students make pictures and other artworksusing the media and materials given,representing both real and imaginedsituations. They appreciate that artistscreate artworks and they begin to describesome features of artworks.

Stage 1

English By the end of Stage 1 studentscommunicate with a wide range ofaudiences on familiar and introduced topicsto achieve a variety of purposes. Theyinteract effectively, adopting newcommunication skills and select vocabularyto enhance meaning in order to giveconfident presentations. Students attend toinstructions, share ideas and engageeffectively in group and class discussions.They recognise that spoken language has arange of purposes and audiences and usethis knowledge when attempting tocommunicate effectively with others. Theyinvestigate the different types andorganisational patterns of common spokentexts and recognise features within them.Students create imaginative, informative andpersuasive spoken texts drawing on theirown experiences, their imagination, andideas they have learned.

Students read and view imaginative,informative and persuasive texts. They usean increasing variety of skills and strategies,including knowledge of text structure,context, grammar, punctuation, word usageand phonics, to make connections betweentexts and between their own experiencesand information in texts. Students read withdeveloping fluency and intonation shorttexts with some unfamiliar vocabulary,simple sentences and images. Studentsread, interpret and discuss texts from avariety of cultures, including visual andmultimodal texts, using a range of skills andstrategies. They locate literal information inwritten texts and refer to features oflanguage and images to make inferencesabout characters’ actions and motivations.Students explore and identify ways in whichtexts differ according to purpose, audienceand subject.

duration of events, telling the time onthe hour

• give and follow simple directions anddescribe position using appropriatelanguage

• answer simple questions to collectinformation

• use objects to create a data displayand interpret data.

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Students create imaginative, informative andpersuasive texts on familiar topics for knownreaders by planning, proofreading andediting their own writing. They write usingbasic grammatical features and conventionsof punctuation, showing an awareness ofdifferent purposes, audiences and subjectmatter. Students use knowledge ofletter–sound correspondence, sight wordsand regular spelling patterns to accuratelyspell known words and an increasingnumber of irregularly spelt words. They writeconsistently and clearly using NSWFoundation Style as appropriate and usedigital technologies to produce texts,recognising simple conventions, languageand functions. Students reflect on andassess their own and others’ learning.

Mathematics By the end of Stage 1, students askquestions and use known facts, objects,diagrams and technology to exploremathematical problems and developmathematical fluency. They linkmathematical ideas and use appropriatelanguage and diagrams to explain strategiesused.

Students learn to:

Science &Technology

Unit: Living World (continuation from Term1)

Stage 1 of the Living World strand focuseson the features of living things, theirenvironment and how they change andreproduce. Students investigate how plantsand animals are used to satisfy our needsfor food and fibre. Stage 1 of this stranddevelops students’ understanding of howliving things and their environment play acentral role in the support for and survival ofhumans.


Stage 1 of the Digital Technologies strandfocuses on digital systems and theircomponents.

HSIE History: Present & Past Family Life(continuation from Term 1)

Students learn about similarities anddifferences in family life by comparing thepresent with the past. They explore thelinks, and the changes that occur, over timeand are introduced to the use of historicalsources. Students communicate stories oftheir own family heritage and that of othersand demonstrate developing skills ofhistorical inquiry and communication.

PDHPE Term 1: Friendly Schools Plus [Diversity,Positive Mindset, Feelings, Frustration &Anger]

Term 2: Child Protection [PracticalSelf-Protection Strategies]

Term 3: Peer Support

Term 4: Safety

By the end of Stage 1, students describechanges that occur as they grow older, andrecognise characteristics of personal identityand how these are influenced by strengthsand achievements. They recognise anddemonstrate positive ways to interact withothers and identify how emotionalresponses have an impact on others’feelings. Students explore different types ofrelationships and describe the qualitiesneeded to develop and maintain respectfulrelationships. They understand contextualfactors that influence health decisions anddescribe how to keep themselves andothers healthy, safe and active. Studentsrecognise environments which promotehealth, safety and physical activity andpractise a range of protective strategies for

• count, order, read and write two- andthree-digit numbers and use a rangeof strategies and recording methods

• use mental strategies and concretematerials to add, subtract, multiplyand divide, and solve problems

• model and describe objects andcollections divided into halves,quarters and eighths

• associate collections of Australiancoins with their value

• use place value to partition numbers

• describe and continue a variety ofnumber patterns and build numberrelationships

• relate addition and subtraction factsfor sums to at least 20

• estimate, measure, compare andrecord using informal units for length,area, volume, capacity and mass

• recognise the need for formal units oflength and use the metre andcentimetre to measure length anddistance

• use a calendar to identify the dateand name and order the months andthe seasons of the year

• use informal units to compare andorder the duration of events and tellthe time on the half- andquarter-hour

• identify, describe, sort and modelparticular three-dimensional objectsand two-dimensional shapes

• represent and describe the positionsof objects and interpret simple maps

• collect, organise, display andinterpret data using lists, tables andpicture graphs

• recognise and describe the elementof chance in everyday events.

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responding to various situations. They followinstructions to keep themselves safe andare able to ask for help with tasks orproblems.

Students identify areas where they can beactive and participate in a range ofopportunities that promote physical activity.They demonstrate movement skills in avariety of sequences and situations andpropose alternatives to solve movementchallenges. Students perform fundamentalmovement skills and apply movementconcepts to perform simple sequences thatincorporate the elements of space, time,objects, effort and people with developingcompetence. They demonstratecooperation, fair play and positive ways tointeract and include others.

CreativeArts

Students make artworks representing bothreal and imagined situations exploring arange of techniques and media. Theydiscuss qualities of artworks such assubject matter and technique, recognisingthat artists create artworks for differentaudiences. Students sing, play and move tomusic, demonstrating an awareness of theirown capability in using voice and othersound sources. They organise sounds intosimple structures and begin representingcreative ideas symbolically. Students listento, and identify, simple features of musicand make judgements about musicaleffectiveness and preference.

Students perform dances with someunderstanding of body movement andexpression, exploring a range of movementsto make choices in order to convey ideas,feelings and moods. They describe theideas, feelings and moods conveyed bydances

Stage 2

English Unit: The art of persuasion. A close look atpersuasive texts in both reading and writing.

Unit: Imagine that! Exploring the creativewriting process.

Mathematics By the end of Stage 2, students askquestions and use efficient mental andwritten strategies with increasing fluency tosolve problems. They use technology toinvestigate mathematical concepts andcheck their solutions. Students useappropriate terminology to describe and linkmathematical ideas, check statements foraccuracy and explain their reasoning.

Students learn to:

Science &Technology


Stage 2 of the Living World strand focuseson the classification, life cycles and survivalof living things. Students consider theagricultural processes used to grow plantsand raise animals. Students design andproduce a product or system to support thegrowth of a plant and/or animal.


• count, order, read and recordnumbers of up to five digits

• use informal and formal mental andwritten strategies to solve additionand subtraction problems

• use mental strategies to recallmultiplication facts up to 10 × 10 andrelated division facts

• use informal written strategies formultiplication and division of two-digitnumbers by one-digit numbers

• represent, model and comparecommonly used fractions, andmodel, compare and representdecimals of up to two decimal places

• perform simple calculations withmoney and solve simple purchasingproblems

• record, describe and completenumber patterns and determinemissing numbers in numbersentences

• recognise the properties of odd andeven numbers

• estimate, measure, compare, convertand record length, area, volume,capacity and mass using formal units

• read and record time in hours andminutes, convert between units oftime, and solve simple problemsinvolving the duration of time

• name, describe and sketch particularthree-dimensional objects andtwo-dimensional shapes

• combine and split two-dimensionalshapes to create other shapes

• compare angles using informalmeans and classify angles accordingto their size

• use a grid-reference system todescribe position, and compasspoints to give and follow directions

• make simple calculations usingscales on maps and plans

• collect and organise data, and createand interpret tables and picture andcolumn graphs

• list all possible outcomes of everydayevents, and describe and comparechance events in social andexperimental contexts.

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Stage 2 of the Digital Technologies strandfocuses on digital systems and how theytransmit data. Students explore differenttypes of data, have the opportunity to learnhow to interpret patterns and develop skillsin visual programming. Stage 2 of thisstrand further develops students’knowledge and understanding ofcomputational thinking and abstraction.

HSIE Unit: First Contact (continuation from Term1)

This topic introduces world history and themovements of peoples. Beginning with thehistory of Aboriginal and Torres StraitIslander peoples, students examineEuropean exploration and colonisation inAustralia and throughout the world up to theearly 1800s. Students examine the impactof exploration on other societies, how thesesocieties interacted with newcomers, andhow these experiences contributed to theircultural diversity.


Students are provided with opportunities toapply knowledge, understanding and skillsto take action to enhance their own andothers’ health, safety, wellbeing andparticipation in physical activity. Theyexplore a range of social situations todevelop understanding of health, safety,wellbeing and physical activity concepts.Students explore the benefits andimportance of regular physical activity inmaintaining health and fitness. They areprovided with opportunities to designstrategies that promote their own andothers’ health and safety and help toincrease levels of physical activity at homeand at school.


Students are provided with opportunities toexplore challenging movement activitiesfrom a variety of contexts such as rhythmicand expressive movement; individual/group/team physical activities; initiative/challengephysical activities; aquatics; and lifelongphysical activities.

Students build on previous learning inmovement to develop greater proficiencyacross the range of movement skills. Theycombine movements to create morecomplicated movement sequences.Through participation in a variety of physicalactivities, students further develop theirknowledge about movement and how thebody moves. Students are provided withopportunities to develop self-managementand interpersonal skills, including leadership,communication, collaboration,problem-solving, persistence anddecision-making through movement andphysical activity.

CreativeArts

Students make artworks that represent avariety of subject matter and make choicesabout the forms and techniques used tobest represent the qualities of the subjectmatter. They discuss reasons why artistsmake particular artworks and why differentinterpretations are possible, recognisingsimilarities and differences in how subjectmatter is represented.

Students use movement and voice to buildthe action and roles of a drama in a varietyof situations. They devise and sequencedrama to create meaning. Studentsexperience and interpret a range of dramaforms and elements by making, performingand appreciating drama.

Stage 3

English Novel study - Boy Overboard (integratedwith History)

Visual Literacy - My Place (integrated withHistory)

Writing - Narrative

Mathematics By the end of Stage 3, students askquestions and undertake investigations,selecting appropriate technologicalapplications and problem-solving strategiesto demonstrate fluency in mathematicaltechniques. They use mathematicalterminology and some conventions, andthey give valid reasons when comparing andselecting from possible solutions, makingconnections with existing knowledge andunderstanding.

Students learn to:

• select and apply appropriate mental,written or calculator strategies for thefour operations and check thereasonableness of answers usingestimation

• solve word problems and apply theorder of operations to numbersentences where required

• identify factors and multiples andrecognise the properties of prime,composite, square and triangularnumbers

• connect fractions, decimals andpercentages as differentrepresentations of the same value

• compare, order and performcalculations with simple fractions,decimals and percentages and applythe four operations to money inreal-life situations

• record, describe and continuegeometric and number patterns, andthey find missing numbers in numbersentences

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Science &Technology


Stage 3 of the Living World strand focuseson the growth and survival of living thingsand how their adaptations over time suittheir environment. Students investigate howand why food and fibre are produced insustainable, managed environments thatenable people to grow and be healthy. Thisstrand further develops students’knowledge and understanding of theenvironmental and biological sciences.


Stage 3 of the Digital Technologies strandfocuses on understanding the role individualcomponents of digital systems play inprocessing and representing data. Studentsdesign, modify and follow algorithmsinvolving branching and iteration. Stage 3 ofthis strand further develops students’knowledge and understanding of projectmanagement, abstraction and therelationship between models and thereal-world systems they represent.

HSIE Unit: Australia as a Nation (continuation fromTerm 1)

Australia as a Nation moves from colonialAustralia to the development of Australia asa nation, particularly after 1901. Studentsexplore the factors leading to Federationand experiences of democracy andcitizenship. Students understand thesignificance of Australia’s British heritage,the Westminster system & other models thatinfluence the development of Australia’ssystem of government. Students learnabout migrants to Australia and theircontributions to Australia’s economic andsocial development.


Students examine factors that influenceidentity and behaviour. They investigatestrategies to manage the changesassociated with puberty and seek help.Students practise skills to establish andmaintain caring and respectful relationships.They discuss protective and inclusiveactions to support their own and others’health, safety and wellbeing. Studentsexplore the influence of emotionalresponses on relationships.


Students are provided with opportunities toexplore challenging movement activitiesfrom a variety of contexts such as rhythmicand expressive movement; individual/group/team physical activities; initiative/challengephysical activities; aquatics; and lifelongphysical activities.

Students manipulate and modify a widerange of movement skills into a variety ofmovement sequences and situations. Theyapply their understanding of movementstrategies and concepts when composingand creating movement sequences andparticipating in physical activity. Studentsdevelop their understanding of movementas they learn to monitor how their bodyresponds to different types of physicalactivity. They continue to apply rules fairlyand behave ethically when participating indifferent physical activities. Studentsdevelop skills to effectively communicateand problem-solve in teams or groups inmovement settings.

CreativeArts

Students make artworks that represent avariety of subject matter and make choicesabout the forms and techniques used tobest represent the qualities of the subjectmatter. They discuss reasons why artistsmake particular artworks and why differentinterpretations are possible, recognisingsimilarities and differences in how subjectmatter is represented.

• locate an ordered pair in any one ofthe four quadrants on the Cartesianplane

• select and use the appropriate unit toestimate, measure and calculatelength, area, volume, capacity andmass

• make connections between capacityand volume, and solve problemsinvolving length and area

• use 24-hour time in real-lifesituations, construct and interprettimelines and use timetables

• convert between units of length, unitsof capacity and units of mass

• construct and classifythree-dimensional objects andtwo-dimensional shapes, andcompare and describe their features,including line and rotationalsymmetries

• measure and construct angles, andfind unknown angles in diagramsusing known angle results

• use a grid-reference system to locatelandmarks and describe routes usinglandmarks and directional language

• use appropriate data collectionmethods to interpret and analysesets of data and construct a range ofdata displays

• assign probabilities as fractions,decimals or percentages in simplechance experiments.

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Students use movement, voice and theelements of drama to sustain dramatic rolesin a range of contexts. They devise andperform a range of drama forms foraudiences. Students interpret a range ofdrama experiences by making, performingand appreciating drama

Library/Sport days

Library KB KG KH KK 4/5P 4JMonday

PE

Library 2/3R 2J 2S 2K 3SZTuesday

PE 6W 6P 6C 5V 5RS 5J 4/5P 4K 4J 1A 1SC1I 1WM KK KG KH KB

Library 5JWednesday

PE 3/4R 3F 3SZ 2/3R 2K 2J 2S

Library 1SC 1A 1I 1WM 5RSThursday

PE

Library 3F 3/4RFriday

PE All classes (PSSA or gymnastics withSport In Schools)

* 4K Library day TBA

NAPLAN Schedule

Monday13 May

Tuesday14 May

Wednesday15 May

Thursday16 May

Friday17

May

Year 5writing

Year 3writing

Year 5reading

Year 3reading

Monday20 May

Tuesday21 May

Wednesday22 May

Thursday23 May

Friday24

May

Year 5language

conventions

Year 3language

conventions

Year 5numeracy

Year 3numeracy

Mrs AdamsRelieving Deputy Principal

Dance Off! Camp

Last week seven of our talented Year 6 Dance Group studentswere given the opportunity to attend the annual Dance OffCamp. All girls participated in a range of dance workshops ledby some of the dance industries leading professionals. Theydeveloped their skills in jazz, musical theatre, hip hop, lyricaland selected to focus on the styles of tap, ballet, drama and

glee. All the girls had an amazing time and we are so proud of alltheir efforts throughout the camp, particularly their spectaculardance that they choreographed together as a team. A bigcongratulations to Maya for being awarded the campschoreography award and Kya for receiving the prestigiousDance Off etiquette award for excellence in all areas. Lastlya big thank you to all our girls who represented BeaumontHills PS so proudly. Your outstanding behaviour, manners andefforts are the reason why BHPS students are invited to attendeach year.

Miss JamesCAPA Coordinator

Erin, Shayla, Kya, Maya, Jasmine, Tiana, Imogen and MissErin, Shayla, Kya, Maya, Jasmine, Tiana, Imogen and MissJames at the Dance off! Camp performanceJames at the Dance off! Camp performance

Woolies Earn and Learn

Woolies Earn and Learn Rewards starts 1 May to 25 June.Please collect Earn and Learn stickers when you purchase fromWoolies May and June.

Stickers charts have been sent home for you to use. In the frontoffice there are collection boxes and also more sticker charts ifyou need them. You can also deposit your stickers at our localWoolies - just check it goes into the box marked Beaumont HillsPublic.

A single Sticker will be given to a customer with every $10spent in a single transaction at Woolworths Supermarkets,Woolworths Metro and Woolworths Online.

Collecting these Earn and Learn stickers help our schoolreceive equipment for science and technology, maths, and arts.

Happy Collecting!

PSSA

Winter PSSA Draw-Friday 10 May. Buses depart at 12:30pm.Games usually start by 1:00pm.

Winter PSSA- Friday 10May (Round 2)

Venue: (Buses depart schoolapprox. 12:30pm)

Netball Kellyville Courts, Wellgate Ave,Kellyville

AFL Kellyville Park, Memorial Ave,Kellyville

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Rugby Wrights Road Reserve, Kellyville

Soccer (boys & girls) Dural Park, Quarry Rd Dural

Newcombe Ball Oakhill Drive PS, Oakhill Dr CastleHill

Hillsbus Service Changes

As the new Sydney Metro Norwest will open on 26 May, 2019,there will be some changes to Hillsbus public routes.

For more details about the coming changes, please visit the linkbelow.

http://www.transportnsw.info/

There is no impact on your school’s student travel advice sheet.Students can travel on the Metro with their existing SSTS Opalcards.

Coming Events

Date Event

10 MAY Winter PSSA Round 2

Mother's Day afternoon tea (3:30-5:30pm)

13 MAY HPAF Combined Choir Rehearsal

P&C Meeting in staffroom at 7pm

Senior Boys Soccer at Gala Day

14 MAY-24MAY

Naplan

14 MAY School Tour at 9:30am

15 MAY-5JUN

AFL after school sessions on oval(3:10-4:10pm)


18 MAY Election BBQ

20 MAY Castle Hill Zone Cross Country


28 MAY Kellyville HS Year 5 Transition Day

Sydney West Netball KnockoutCompetition


3 JUN Bronze cut off

7 JUN Winter PSSA Round 6

Canteen News

ARRANGEMENTS FOR FRIDAY LUNCHORDERS FOR WINTER PSSA STUDENTS

If your child is participating in Winter PSSA sport for 2019, andis ordering lunch on Friday please add PSSA to your studentsname on your Flexischools account. To do this all you need todo is edit your child's name to include PSSA at the end of theirsurname.

This will assist the canteen staff to ensure that the PSSAstudent’s lunches are ready for an early lunch at 12pm onFriday during Winter PSSA in Term 2 and 3.

Thank you for your assistance.

Kindest RegardsMelissa KhatziagelisCanteen ManagerNourish Canteen

Volunteers: If you have some spare time and would like to comefor for a few hours one day a month you are most welcome.Please see the staff in the canteen for any enquiries

• Route M60 will be renumbered to 600. The servicesremain unchanged.

• Route M61 will be renumbered to 610X. The servicesremain unchanged.

• Route 604 will operate through Hills ShowgroundStation.

• New Route 617 operates between Adelphi St, RouseHill, Beaumont Hills and Kellyville Station.

• Route 619 will operate through Hills ShowgroundStation.

• Route 626 will not operate to James Henty Dr andJenner Rd, and it will be extended to Kellyville Stationvia Cherrybrook Station and Castle Hill.

• Route 633 will operate via Victoria Rd and Castle HillRd to Cherrybrook Station and Castle Hill Station. Itwill no longer operate via Thompsons Corner orCoonara Ave and Highs Rd.

• Route 635 will operate via Coonara Ave toCherrybrook Station and Anglican Retirement Villageto Castle Hill. It will no longer operate via Ellerslie Dr.

• Route 714 will commence and terminate at NorwestStation.

• Route T60 will operate through Norwest Station viaBarina Downs Rd and Reston Grange.

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Canteen Roster

Week 3Week 3 Week 4Week 4

Monday 13/5 Diane Mayer 20/5 Lisa Dawes

Tuesday 14/5 Kim McDonald 21/5

Wednesday 15/5 22/5 Becky H

Thursday 16/5 23/5 Emma & Bec

Friday 17/5 Lerren 24/5 Marnie

Sponsors and CommunityAdvertisements

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