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DAWSON P.S NEWSLETTER ISSUE 4, 2019
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Monday 18th March, 2019 Issue 4, Week 8, 2019
Our Mission Statement Dawson Public School is committed to creating a
safe, respectful, flexible and caring environment
that empowers students to discover, acquire and
articulate skills as a life-long learner.
COMING UP
WEEK 8
Thur 21/3 Koori Kids
Fri 22/3 3-6 Cross Country 9 – 10.50am
Fri 22/3 K-2 Cross Country 11.20 – 1pm
Wed 20/3- Fri 22/3 Life Education - All week
Week 9
Mon 25/3 - Wed 27/3 Life Education
Wed 27/3 School Photos
Thur 28/3 Koori Kids
Week 10
Thur 4/4 Koori Kids
DAWSON
P.S IN THIS ISSUE
Page 2 – Principals Report
Page 4 – 3-6 Achievement Roll
Page 5 – K-2 Assembly Photos
Page 6 – Early Stage 1 News
Page 7 – Stage 1 News
Page 8 – Stage 2 News
Page 9 – Stage 3 News
Page 10 – Pre School News
Page 11 – Deputy Principals
Report
Page 12 – Attendance Report
Page 13- Steam News
Page 14 – Dawson Sport News
Page 16 – SRC Report
Page 17 – Dawson Dynamoes
Page 18 – School Photo
Information
Page 20 – 25 – School Community
Information
ASSEMBLIES (Fridays from 2pm)
WEEKS 2, 4, 6, 8 - 3-6 ASSEMBLY
WEEKS 1,3,7,9 - K-2 ASSEMBLY
WEEK 5 & 10 - WHOLE SCHOOL ASSEMBLY
P&C MEETING
2ND WEDNESDAY OF EACH MONTH @ 2pm
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
National Day against Bully and Violence
It was a wonderful display of support and strength from our whole school community last Friday. Seeing the sea of pink
worn by our students and some family members certainly promoted the positive message of ‘Bullying. No way! Take action
every day!’ and gave us the chance to highlight the work that we do, as a school community, every day to counter bullying
and violence.
What is bullying?
Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that
causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more
persons. Bullying can happen in person or online, and it can be obvious or hidden. Bullying of any form or for any reason
can have long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals,
whether in person or online, are not defined as bullying. However, these conflicts still need to be addressed and resolved.
A Community Approach
Cooperation and communication between the home and school about preventing bullying is essential. As a school and
community, I ask that we tackle problematic behaviour, and in some cases bullying, together. Despite the effort of all staff
members, there may be times where the school is unaware of issues impacting your child due to their unwillingness to
disclose what is happening and how they are feeling at school. In this case, your child may come home and express concerns
to you. In this situation, I encourage all our families to bring this to our attention so we can work together to solve the
problem. Staff at Dawson will openly talk to you about the strategies we are implementing and regularly ‘check in’ with you
to inform you of the progress being made. Maintaining open lines of communication and building positive relationships
between the home and school plays a crucial role in achieving success in these situations. Research suggests that
maintaining open communication between parents and children are unlikely to succeed when school and home are treated
as separate and distinct settings without overlap. Collaboration, communication and support is central to positive solutions
to bullying. I do understand, both as a parent and a principal, that there are times when our emotions can get the better of
us. If this situation arises, I ask that we remember that we are all here to support each other and together we can, and will
act in ways that promote a positive school culture that is Safe, Respectful, Cooperative and Responsible (our PBL school
core values).
Last week I spoke about the progress we are making in Strategic Direction 1: Learn. This week I would like to share the
progress we are making in Strategic Direction 2: Teach. Our aim in this area is to create a collaborative school culture where
formative and summative data is used expertly to inform and improve teaching strategies, provide explicit feedback
ensuring students have a clear understanding of how to improve. To date, we have:
● developed and implemented a new writing rubric and assessment tool. Led by our aspiring assistant principals, our
teachers were engaged in professional learning that taught them how to plot their student’s writing samples
against the tool. This new tool allows our teachers to target their teaching to the needs of their students.
● used assessments to provide individual learning intentions and goals for all our students to achieve in literacy and
numeracy. Teacher feedback is essential as it informs our students what they are learning and how to achieve it.
The next step is teaching our students what to do once they have achieved their goals.
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
● continued our focus on providing professional learning to further develop explicit teaching strategies in the area of
writing. This terms focus has been on imaginative and persuasive writing.
● created systems that enable our executive teachers to work alongside their teams, in their classrooms, to support
their development and provide ongoing instructional leadership and feedback. This is building a culture of high
expectations and collaborative practice across the school.
● engaged our teachers in professional learning on how to use Seesaw (an online application that shares student
work with our parents) As a part of our reporting to parents, our teachers will be using this application as a tool to
demonstrate how our students are learning and to communicate the progress they are making on their goals.
● created opportunities for student, parent and teacher goals setting meetings this term. This will be followed by
reports being sent home and traditional parent teacher interviews scheduled for the end of Term 2.
● developed a new report format based on staff and parent feedback. This will be shared for consultation with
members of the school community at the next P&C meeting later this term.
● coordinated the first of our ‘Open classrooms’ for week 10 this term. Our teachers will be opening up their
classrooms for an hour, inviting you to see how ‘maths’ is taught in your child’s class. There will also be the
opportunity to take resources home so you too can work with your child at home.
These are just some of our achievements to date. We are continually trying to improve our practice to ensure teachers are
equipped with knowledge and our students receive personalised, explicit, expert teaching. We are also committed to
involving you in your child’s learning to continue building an educationally connected school community focused on high
expectations.
Mr Garry Sheen
Principal
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3-6 Award Recipients
Class Academic PBL Class Academic PBL
3M Lydia K
Shekofa A Alysha BN 5S
Mel T
Emily S
Maryam H
3S Sarah T
Sia V Qasim A 5/6D Anthony T
Ellanorah I
Angelikah V
4I Kiyani S
Thomas L Lillyarna S 5/6R Shiloh B
Stephen A
Melody P
4P Tariaroha C
Merry D Tau T
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KB, KR and KS are lucky enough to be buddies to the amazing Stage 3 classes. Our Kindergarten students love the weekly time slots where they meet their buddies and complete activities or lessons together. They have all
made some lovely friendships with the older students in such a short amount of time. Kindergarten find it comforting to know that even though their own teachers are not in the playground every break, they can
always find their buddies to help them or even play a game. These friendships will continue to grow throughout the year. Each class has a different focus each week, but the aim is the same, for Kindergarten it is about
becoming confident members of the Dawson School community. The Kindergarten teachers love being on the playground and being asked by both Early Stage 1 and Stage 3 students ‘have you seen my buddy’?
KB & 56D KS & 5S
KR & 56R
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Science in 2M
Taronga Zoomobile Incursion Last week Stage One were visited by some very furry and scaly friends! Zookeeper Jess talked with the students about the adaptations that animals make to ensure
their survival in the wild. Did you know that the Ringtail Possum has developed a curl in its tail to help it gather things while in a tree, and for balance? Or that the Shingleback Lizard has developed a tail that looks like its head to confuse its
predators?
2MB are using their learning to help them explore the ways that Native Flora and Fauna have adapted to the Australian Environment.
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Part of healthy learning requires a healthy mind and with that, class 4I hits the
grounds of Dawson to undertake their weekly sporting challenge. The students of 4I
are learning techniques in the team sports of tennis, basketball, and soccer. Students
that were undecided when it came to the area of sports are really enjoying
themselves with this active shift. It brings natural PBL behaviours to be incorporated
like turn taking, patience, assistance, and friendly communication. We hope you like
the action shots of our class enjoying fitness on a weekly basis.
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Stage 3 Report – 5S
“Buddy Classes”
Students in 5S and KS have been working together on building the
skills of all students. The children from KS have been learning to work
with students from other classes on counting, reading and building
sentences together.
The students from 5S are developing their leadership skills and
working on helping the younger students settle into big school. The
students have been helping them with their counting, sharing their
favourite picture books and helping them build new sentences.
We have also been helping them with their art projects and working
on their fine motor skills and have created some awesome art works.
The students from 5S look forward to Thursday afternoons and can’t
wait to see their buddies again.
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The Preschool children are busy developing their fine motor
skills through stamping activities, building complex towers
with lego, drawing on whiteboards and manipulating cars. The
girls discovered the foam magnetic blocks and after exploring
with them on the big whiteboard spontaneously began to sing
the “ABC” alphabet song. This is part of our early literacy
happening in the preschool.
Link to EYLF Outcome 2: Children develop a sense of belonging to
groups Outcome 3: Children have a strong sense of wellbeing Outcome
5: Children engage with a range of texts and gain meaning from these
texts
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94% is our whole school attendance goal.
Just a reminder that school starts at 8:50, any students who are late to school must be signed in
at the office. All students who are late must provide a reason for why they are late. Students
who are late miss out on important periods of instruction in their learning specifically in reading
and writing.
Please make sure all absences are explained. You can ring the office on 9625-9031 and leave a
message with the ladies, bring a doctor’s certificate or note in from home OR remember you
can use our Skoolbag app to notify the school of your child’s absence. The absentee form is
located in the ‘eForms’ section of the app. To download the app, please follow the instructions
located later in the newsletter.
Mr Sterling
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Dawson P.S.
Sessions
This week the STEAM students have been looking at the thinking process
when working on STEAM based challenges. Simply by breaking it down to
its raw context, we realised it’s about extracting data by gaining
information using our five senses. Once we start thinking in a sequential
order, checking off each step we can extract all types of data that can be
used later on as we process it.
When we as students look at a
scenario and use our senses, we
start to extract specific
information. Today scientists
are building Robots that act like
humans. One of the biggest
challenges scientists face,
is how robots can utilise data from various types of sensors to process that
information on hand, the thinking part. We as humans subconsciously do
this, however by consciously looking at each phase we can observe a lot
more as to what is happening. Above we are learning to use a new building
kit known as LEGO Mindstorms. Once we understanding components and
the purpose of each part, we can then use these parts to undertake
experiments, by using the natural method of comparing and contrasting.
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
Dawson Sports News
School Sport
The students at Dawson have been participating in our regular Friday 3-6 sport lessons. Each 3-6 class
has been given the name of an Australian sporting team that they compete as and the competition has
been tight! Each week classes verse each other in games of Cricket, T-Ball and Newcomb Ball. The
students begin their lesson with a warm up and skills practice before a friendly game. The winning team
of each game receives 10 points. Students can also earn points when they receive a caught you being
good. Every caught you being good earns an extra point for your team. Check out the scoreboard in the
canteen to see how your class is going
PSSA
We have made it to round 3 of the PSSA Tag League summer competition. The Dawson students have
proudly represented our school and tried their best. Although we haven’t come away with a win over the
last 2 rounds, our students have worked together and continue to get better each game. We wish them
luck for the coming rounds.
3 0 A M - 1 2 : 0 0 P M
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
N G A L L
U W A L A
B O R I S E
PSSA – Tag League
Round Team Result Players of the Match
2 Junior Girls
Dawson vs Tregear
Loss
Lillyarna Suitupe
Kiyani Sigsworth
2 Senior Girls
Dawson vs Tregear
Loss
Pretty Thin Tuep
Monica Tauga
2 Junior Boys
Dawson vs Bidwill A
Loss
Cooper Pratt
Petelo Tauga
2 Senior Boys
Dawson vs Bidwill A
Loss
Tylique Setu
Ephraim Falaniko –Falemoe
3 Junior Girls
Dawson vs Crawford
Loss
Shanae Pratt
Lillyarna Suitupe
3 Senior Girls
Dawson vs Crawford
Loss
Monica Tauga
Tori-Ana Newcomb
3 Junior Boys
Dawson vs Tregear
Loss
Jamaine Morris
Peter Kaena
3 Senior Boys
Dawson vs Tregear
Loss
Ephraim Falaniko –Falemoe
Pasi Hu’ahulu
PSSA Results
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
SRC Report
The SRC met on Thursday 14th March to discuss a number of important topics. We began our meeting
by selecting the winning entries in our PBL Postcard design competition. Each student at Dawson was
given the chance to design a postcard that is based around our PBL school values of being Safe,
Respectful, Cooperative and Responsible. Due to the large amount of amazing entries, each class was
asked to conduct a class vote and select their 2 favourite postcards that were sent to the SRC for a final
vote. It was a really tough decision but the SRC have selected a design from each grade (k-6). The
winning designs will be printed soon and sent out to families when students receive 20 Caught You
Being Good Awards.
Secondly, we discussed our passive play areas on the playground and how we can manage these areas.
The SRC have decided that we should create a roster for SRC representatives to help with these
activities during breaks. The students agreed that this area needs equipment like Lego, art supplies and
board games. We will aim to have this area up and running very soon.
Thirdly, we chatted about the fundraising events we would like to conduct this year at Dawson. The
students decided that they would like to have 2 discos and 2 dress up days. We have asked students to
go back to classes and vote on themes for these events. We will discuss potential dates for these events
at our next meeting in Week 9.
Finally, the SRC discussed setting a goal for the year that we could all work towards. Unfortunately we
ran out of time at our meeting to decide on a goal but stay tuned for our goal in the next edition of the
newsletter.
Please don’t forget that our friendly SRC members are always happy to hear any ideas or suggestions
you may have.
Stevie-Leigh Addo on 9672 4173/0498 550 086
Alice Fang on 0407 981 358
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DAWSON P.S NEWSLETTER ISSUE 4, 2019
Dawson Dynamoes
The Dynamoes have been busy over the last two weeks continuing to develop their skills to be effective
team members. Our focus has been to work together and we have started to understand what this really
means. The students had activities to do that were almost impossible to do individually but together they
could be conquered. We talked about the importance of working together and how it’s true that “many
hands make light work”.
One of our activities involved a circle game; together we set a goal and knew we had to work as a team
to achieve it. The first round of the game included a number of disagreements and took us 90 seconds
but after we discussed what worked and what didn’t work, we came up with a new strategy. The
Dynamoes knew they had to work together and encourage one another instead of disagreeing. Our
second attempt saw an increase in positive comments and more encouragement that resulted in the
team cutting our game time down to 52 seconds! It was an amazing result and everyone in the group
felt proud of their efforts.
After the game we discussed what worked well and what we need to do to be even better next time. We
all agreed that every member of our team had to work together and play their part if we want to be
successful in achieving our team goals.
The Dynamoes know that the skills we work on together in our sessions on Tuesday afternoons are
skills that they can use with their own classmates and on the playground too.
I hope you get to see the Dynamoes being awesome team players in your classrooms and on the
playground over the coming weeks!
See you next time with more delightful Dynamo news
Envelopes should have arrived home already. Please see your class teacher if you have
not received these as yet.
If you would like sibling photos, please collect an enveloped from the office. The
photographers will start to take these at 8am on the day. Please remember that
supervision does not start until 8.30am, so if you arrive early for photos, you will need to
supervise your children until then.
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Gulyangarra Yellamundie Aboriginal Program
Aboriginal Cultural Learning is offered at three local primary schools. At Dawson Public School. through weekly sessions during school terms, children learn about their Aboriginal background and heritage through storytelling, song (in Darug language), art, craft, painting and local language.
The teachers from Gulyangarra Yellamundie attend Dawson every Thursday from 10 am to 10:45 am and work with our aboriginal students in years 3, 4, 5 and 6.
Gulyangarra Yellamundie Family Support Program
The family support program provides a range of services to families in the Blacktown local government area. Family support is
a program for Aboriginal families with children aged 0-12 years old with a focus on early child development respecting the
culture structure of families.
Parents/ Caregivers who may need support with
Parenthood
Information on child development
Children entering in child care, pre-school and primary school
Information in relation to social isolation
Reconnecting with the community
Information and referral to other services
The Family case worker provides
Individual support through confidential discussions
Visits the family in the home or at a pre-arranged venue once a week
Encouragement to book the parents strengths, confidence and self esteem
Parenting issues
Goal setting
Housing issues
information and referral to other services if needed
school based culture programs
Provide help for parents/carers who want to make changes in their lives and need support
Provide Information on child development, health and safety
advocacy with Government and Non-Government agency’s
Support and information in relation to social isolation
Connecting to culture
Support and assistance with information about local resources and how to access other organisations
Referrals for financial support including electricity and gas
Contact us Anglicare Mt Druitt 94 Kurrajong Ave Mt Druitt NSW 2770 PO Box 217 Rooty Hill NSW 2766
P : 0 2 8 8 0 5 0 9 9 8
F 8 8 0 5 0 9 9 4
E : f a m i l y s e r v i c e s @ a n g l i c a r e . o r g . a u
www. Anglicare. org. au Off ice Hours Monday – Friday 9: 00 a m – 4. 30p m