Term 3 – Learning, Celebrations and Connection

Spotlight on Our P&C: Celebrating Dedication and Community Spirit

In this newsletter, I take this opportunity to celebrate and shine a spotlight on our P&C. Many of us are familiar with the visible contributions they make, like the Colour Extravaganza, supporting the community with the Uniform Shop and Snack Shack as well as engaging families in events like the Trivia Night. Behind the scenes, their work is tireless and ongoing, driven by a deep commitment to enhancing the experience of every student at our school.

Our school community thrives on collaboration, and the P&C exemplifies this spirit, working together, learning from one another and supporting our shared goals. Below is just a small snapshot of the celebrations and commitments that highlight the impact of our P&C.

Hats That Help: Supporting sun-safe learning through the P&C generosity.

Earlier this year, the P&C generously donated a set of school hats to support our Health and Physical Education (HPE) department. Mr Schmidt and Mrs Kelly, who lead our sporting programs, are passionate about outdoor learning and physical activity. However, participation in these lessons requires sun-safe practices and that starts with a hat.

Thanks to the P&C, six hats were donated for both the junior and upper school, each representing our school’s house colours. These hats are embroidered with “PE” to ensure they return home safely and are regularly cleaned and sanitised. This thoughtful gesture has enabled more students to fully engage in PE lessons, safely and confidently.

Bubblers That Keep Us Hydrated: Through generous donations and tireless efforts of our P&C.

The recent installation of new chilled, filtered water bubblers around the school is another example of the P&C’s forward-thinking support. These high-quality units are now located:

• On the western side of the hall near the oval (new).
• Near the Year One and Two play equipment, Art Room and senior classes (new).
• On the Eastern side of the hall, near the stairs to our pool (existing).
• Under B Block, adjacent to the Prep precinct and junior school classrooms (installed 2024).

With four bubblers now in place, students and staff have easy access to chilled, fresh drinking water throughout the day. These installations were made possible through P&C donations and reflect their ongoing commitment to student wellbeing.

Courts Set for a September Upgrade: Partnerships expanding opportunities.

Over the upcoming September holidays, our netball and basketball court areas will receive a long-awaited upgrade. The current single-use hoops and nets will be replaced with an interchangeable netball and basketball systems. This project has been years in the making, with the P&C working closely with the school to plan and fund the improvements.

Measuring Up : P&C opportunities to engage.

Our P&C continues to find creative ways to connect with our school community and this time, they’re helping us measure more than just engagement! Thanks to their generosity, two beautifully crafted measuring charts have been donated to the school. You’ll find one proudly displayed on the P&C Uniform Shop door (eastern side of the hall), and another inside the Prep building. These charts are a fun and visual way to track how our little people are growing into big people throughout the year. We invite families to stop by, take a happy snap and celebrate the milestones, because every centimetre counts when it comes to growing up.

With all projects and donations, the school also contributes by covering additional installation and maintenance costs, reinforcing our shared goal: to provide quality resources and initiatives that support student development and enjoyment.

Upcoming P&C Events and Ways to Get Involved

The P&C continues to bring colour and connection to our school calendar. Upcoming events include:

• Free Dress Day as part of the ‘Eat the Rainbow’ initiative.

• Father’s Day Stall, offering students a chance to select special gifts for family.

• Prep Tote Bag Distribution, supporting our newest families with special mementos.

• P&C Meeting ,Week 8, open to all interested families

We encourage you to read the attachments and images included above for full details and look forward to your participation and support. Whether it’s assisting at the Snack Shack, visiting the Uniform Shop or joining us at an event, every contribution strengthens our school community.

To our parent volunteers and P&C executive, thank you. Your dedication, generosity and partnership with the school continue to make a meaningful difference. We are proud to work alongside you in creating a vibrant, inclusive and supportive environment for all.

Let’s keep building together.

2025 School Opinion Survey (SOS)

The 2025 School Opinion Surveys were emailed in the week beginning 21 July and close on Friday 22 August. Thank you to all staff, students and community members who offered feedback.  The department will provide this data to schools during this school year.

2026 Planning and Preparations

As we edge closer to the end of Term 3 and prepare to commence Term 4, we continue to remind families of the important next steps in planning and preparing for the 2026 school year. We encourage families to review the general details attached in the flyer below, which outlines key considerations

Can I share information about my child for consideration in their 2026 classroom placement?

Yes, we will accept written correspondence from parents/caregivers who wish to share information, for consideration, for their child’s 2026 classroom placement. This information will be considered, private and confidential and should be sent via email to your child’s 2025 classroom teacher.

The 2026 classes will be constructed by our teachers, who know your child, their learning, engagement and adjustment needs. They will consider your requests, which are not guaranteed.  With approximately 700 students to consider, we spend up to three weeks investing in this process, looking for the best fit for everyone.

Contact your child’s 2025 classroom teacher via email at your earliest convenience.  We will be working on student placement in their 2026 classes from week 1, Term 4. All relevant information must be emailed to the 2025 classroom teacher by Friday 19 September 2025, for review and consideration.

If you feel the information you wish to share about your child is more considered or private, you can email the sector Deputy Principal or Principal. Prep to Year 3, Ms Jenny Gross or Year 3-6 Ms Robyn Bassa can hold these details for you to assist with class placements.

Please take note of this important update regarding school operations:

• Date: Friday, 5 September (Week 8)
• Closure: Aspley SS will be closed for the day, this is a designated student free day.
• No Staff On Site: The school will not have staff on site during this closure.

We appreciate your support in planning ahead and ensuring all family members are aware of this scheduled closure.

Prep 2026

Enrol Now!!!

Is your child born between 1 July 2020 and 30 June 2021?

They are eligible to start Prep in 2026 at Aspley State School.

Planning is well underway to welcome our newest learners!

In Term 2, we hosted our Open Days, a fantastic opportunity to tour our Prep facilities and hear from our student leaders. This term, we are holding enrolment meetings as we prepare for our exciting Transition Program in Term 4.

Key Dates

• Enrolment Forms: Due now
• Enrolment Meetings: Term 3, Week 9
• Prep Transition Program: Term 4, Weeks 3–5

If you live within our catchment and haven’t yet submitted your enrolment forms, please contact the school office:

• admin@aspleyss.eq.edu.au
• 3863 9111

We look forward to welcoming your family to the Aspley community!

Bullying, No Way!

Last week our school recognised Bullying, No Way! Day, taking time to strengthen our commitment to building a safe and supportive environment for everyone. Teachers and students explored what bullying is, what it looks like, and the important steps to take if they see it happening.

Through class discussions and activities, students reflected on how kindness, respect, and empathy are essential in creating positive relationships. They were reminded that everyone has a role to play in standing up against bullying and ensuring our school is a place where all feel safe and included.

At Aspley, we continue to promote the message: when we choose kindness and respect, we help make our school the best place to learn and grow.

Swimming

We are pleased to announce that swimming lessons for Prep and Years 3 to 6 will take place in Term 4. Information about our program and consent permission were sent to families last week.

Swimming is more than just a fun activity, it’s an essential life skill with lasting benefits. Here’s why participation in swimming lessons is so valuable for your child:

1. Safety First
   Drowning remains one of the leading causes of accidental death in children. Learning to swim equips students with vital water safety skills, building confidence and awareness in and around water.
2. Physical Health
   Swimming engages the whole body, improves cardiovascular fitness, builds strength, and increases endurance – all in a low-impact format suitable for lifelong health and wellbeing.
3. Mental Wellbeing
   Physical activity, including swimming, has been proven to reduce stress and support mental health. Mastering new skills in the pool can also boost self-confidence and resilience.
4. Social Development
   Lessons provide opportunities to build friendships, develop teamwork, and practise communication in a supportive and structured setting.
5. A Lifelong Skill
   The ability to swim opens the door to a lifetime of recreational enjoyment, sporting opportunities, and personal safety.

We kindly ask families to provide consent via QParents or return the signed consent form to the school office by Monday, 25 August 2025.

Payment is due by Monday, 15 September 2025.

We look forward to seeing our students in the pool and supporting them as they gain confidence and skills that will serve them throughout their lives.

How was school today? Good.

Asking your child about school can be frustrating if the answer is just a grunt or a single word. If this sounds familiar, try these tips to get the conversation flowing.

If you ask your child the same question every day, you’re likely to get the same response. Try varying the conversation with some more interesting questions, such as:

• What was the funniest thing that happened to you today?
• What did you do today that made you proud?
• Who did you play with today?
• What games did you play with your friends?
• What did you learn about that you found interesting?
• What was the best part about today?
• What happened today that you wish you could have changed?
• What did you learn today that you did not know before?
• What was the most boring thing that happened today?
• Why are you looking forward to going to school tomorrow?

Note: some kids find questions about ‘the best / funniest / most boring’ thing difficult because they feel they have to work out which is the ‘correct’ answer. If this sounds like your child, try changing the phrasing:

• a good part instead of the best part
• a funny thing instead of the funniest thing
• a boring lesson instead of the most boring lesson.

It works for some!

When you were a child, did talking with an adult about school sometimes feel like an interrogation? That can happen when the adult asks all the questions, and the child does all the answering. Make it a two-way conversation by first sharing something yourself, and then asking your child a related question, for example:

• tell your child something funny that you saw, then ask if anything funny happened to them today
• share something that you learned, then ask your child if they learned anything interesting they could teach you
• mention a new slang word or abbreviation that you’ve come across and ask your child what it means (most kids enjoy the chance to tease their parents about being out-of-date!).

It might take a little time, but this approach will help you to have much richer conversations with your child, and develop a better understanding of each other’s lives!

Once our children start school, we can fall into the trap of focusing most of our conversations on school. We don’t know what our children have been doing all day (and how we can help), so naturally that’s what we want to ask about. Taking an interest in school is important, but we also need to remember that our kids still spend more time outside school than in it.

So, make sure you’re still having conversations that have nothing to do with school – eg about their interests, your plans, what’s happening in the family, what’s happening in the wider world. Conversations like these are important to your relationship, your child’s feeling of value, and their sense of place in the world. Sharing family stories and histories also builds your child’s sense of connection, culture and belonging.

Information from the Australian Government Learning Potential website: https://www.learningpotential.gov.au/

Please check the below list for current and future invoices that might be relevant for your Student/s (Invoices in Italic have not yet been raised):

• SRS Fee: Overdue
• SRS Fee Instalment 2: Due 20 June 2025
• IM Instalment 2: Due 13 June 2025

Term 3:

• Year 1 Puppet Show: Due 11 September $9
• SRS Fee Instalment 3: Due 15 August 
• IM Instalment 3: Due 12 Sept 2025
• Musica Viva: Due 27 August $10.50

Term 4:

• Term 4 GALA Days: Due 19 September $42
• Term 4 Swimming: Due 15 September $78

Please ensure to use QParents or the BPOINT link on invoices to make payments to the school. If payments are received directly to the bank account you must use your students EQ ID number as the reference, without this the payment will not be able to be matched to the student or applied to an invoice.

If you have a credit on your student/s account, please contact the office requesting it be applied to an invoice/s on your student/s account. Credits on student accounts are unable to automatically be applied to invoices by the school.

Did you know you can use the BPOINT link on School invoices to make multiple payments? Simply click the link on your invoice and enter the nominated amount you wish to pay in that transaction. You can repeat this process until the invoice has been paid in full. This can be useful when paying for larger expenses like school camps. If you happen to lose track of the remaining balance just reach out to the front office and they will be able to provide the outstanding amount for you. You can also check for outstanding amounts through QParents.

Musica Viva Performance

QParent and paper permissions went home Thursday 7 August for students to attend the Musica Viva performance. Permissions are due back 27 August, invoice have now also been issued. If your student will not be participating, please deny the consent through QParents or with the paper permission form. Once the incursion has been complete those invoiced without permission will have their invoices removed from the students account.

If providing consent through QParents there is no need to return the paper permission.  

Year 4 Multisports

In Term 4 the Year 4 students will participate in Friday Multisports. The consent request for this activity is live on QParents and closes 29 August. Please ensure to action the consent request in QParents prior to it closing to ensure your student is invoiced and can participate in the events.

Overdue Library Invoices

Invoices were raised for Students with overdue library books in weeks 1 and 2 this term. Thank you to those families who have since returned the library books or made payment of the invoices. If your student has overdue library book/s they will be restricted with the number of books they can borrow until all books are returned or the overdue invoice has been paid.

Class teachers are provided with a list of student’s overdue books and remind them regularly to search for and return the books. We ask that you remind your student/s of the importance to keep their library books in a safe location and return them when due back.

If you receive an invoice for the overdue books, please contact Mrs Harvey on npear34@eq.edu.au for more information.
If you have been invoiced and later return the book/s, the invoice will be removed from your student/s account. If an invoice has been paid and the book is later located, the book is then yours to keep.

Student Resource Scheme

Please ensure to check your students account and make payment on any outstanding SRS invoices before the end of term.

The Payment Agreement Forms can located on the school website. Please ensure the Payment Agreement Forms are complete in blue or black pen, not digitally signed as we are unable to accept digital signatures per Departmental Policy.

If you have not yet created a QParents account and linked your student, one can easily be created. This will allow you to provide digital consent to various activities, notify the school of Past, current or future absence, view report cards and pay invoices.

Did you know you are able to have delegated viewers or second account owner set up for QParents?

Delegated viewers are able to be invited by the main account owner and do not need to be listed as a parent in OneSchool. The main account owner is able to choose which information the delegated viewer is able to see and can update this as needed. This is great for Grandparents or extended families that like to stay up to date with students upcoming events, checking reports or knowing what invoices are due and when. If provided financial viewing of the students account, the delegated viewer will not be able to see details such as the address or name listed on the invoice, rather get a redacted overview of the invoice reference, cost and when payments were made or are due by.

Second account owners must be listed as a parent in OneSchool, however not share a residential address. This option would allow both account owners to provide consent for the student, by first in best dressed means. If the consent wished to be changed, you would need to contact the school to have it updated. A second account owner is unable to view any finance details for the student unless they have financial responsibility for the student. This means, if one parent is responsible for paying the invoices, the other parent wouldn’t see any financial details.  

A registration Process Guide for Parents can be located on our website.

When creating an account, you require your Students EQ ID number and 100points of ID. Your Students EQ ID number can be located on invoices raised by the school, report cards or by contacting the office.
Should you not have the require points of ID, please come past the office with your ID for the team to confirm your account.  

Prep
Prep students focused on recognising positive actions such as helping and sharing. They reflected on the importance of kind behaviours and how small actions can make a big difference in friendships.

Year 2
Year 2 learners revisited their prior Respectful Relationships learning. They reflected on what they had already discovered about kindness, respect, empathy and being a good friend, and considered how they can continue applying these skills in their daily interactions.

Year 3
Year 3 students explored strategies to resolve conflict in positive ways. Their lessons included:

• Identifying common causes of conflict
• Using respectful words and actions when disagreements arise
• Practising simple strategies to solve problems and rebuild friendships

Year 4
Year 4 learners extended their understanding of conflict resolution by considering more complex situations. They explored:

• How different perspectives can lead to conflict
• The importance of listening and compromise
• Strategies for solving disagreements fairly and respectfully

Year 5
Year 5 students began learning about the concepts of permission and consent. Their focus included:

• Understanding what it means to give and receive permission
• Recognising the importance of asking before using or sharing something
• Respecting when others say “no”

Year 6
Year 6 learners also studied permission and consent but with an added layer of maturity as they prepare for high school. They discussed:

• What consent looks and sounds like in different contexts (friendships, group work, sharing belongings)
• The importance of clear communication and respect for boundaries
• How to respond appropriately if permission is not given

Understanding Explicit Instruction

Learning by DESIGN. 

At Aspley State School, we are committed to evidence-based teaching practices that support every learner. One of the key approaches we use is Explicit Instruction, a structured, clear, and effective teaching method written about by renowned educator Dr. Anita Archer.

Explicit Instruction is built around 16 key elements that help make learning visible, accessible, and achievable for all students. These elements focus on clear goals, modelling, active student participation, and regular feedback — all designed to maximise learning and minimise confusion. 

Constructing lessons and lesson sequences that adhere to this 16-point structure is no mean feat, and we Aspley Teachers make it look easy; …..but is it? 

A Day in the Life of a Teacher - A light-hearted look behind the classroom curtain

(Read the details below or, for your convenience, tune into the audio file bringing the experience to life)

Ever wondered what your child’s teacher does all day? Let us take you behind the scenes of a typical school day, where coffee is currency, the laminator is a trusted companion, and Explicit Instruction is the name of the game…..

6:00 AM – Alarm rings. The teacher jolts awake, mentally rehearsing the day's learning intention and success criteria, because yes, we do think about this stuff before breakfast. Coffee is brewed, lesson steps are mentally sequenced somewhere between brushing teeth and finding matching shoes.

7:30 AM – Arrive at school, arms full of whiteboard markers, USBs, and a small forest of printed scaffolds. You set up your board with the clear objective, your modelled examples, and guided practice steps, all carefully planned last night, colour-coded and backed by research (thanks, Dr. Anita Archer!).

8:50 AM – Bell rings. Students flood in with a mix of stories, missing homework, and suspiciously sticky hands. A child hands you a note.  Another, hands you a rock. You thank them both with equal enthusiasm.  You begin the warm-up, a quick review of yesterday’s learning, checking for understanding (Element #5 of Explicit Instruction!) while scanning for signs of someone having a mysterious Band-Aid emergency.

9:00 AM – Time for the main event: the Explicit Instruction lesson you were up planning until 10pm last night kicks off! You:

• Clearly state the learning goal (Element #1)
• Deliver step-by-step modelling (Element #6)
• Use choral response and partner talk to maximise active participation (Elements #8 and #9)
• Promptly realise you forgot to press "Start" on the visual timer. Classic.

You’ve got your objectives, your visual aids, your carefully timed transitions... and then someone’s tooth falls out. Lesson paused for dental ceremony.

10:40 AM – Morning Tea! You bolt to the photocopier to print tomorrow’s worked examples and exit tickets. Copier jam…….. again. You consider forming an emotional support group for teachers with traumatic paper jam experiences.

11:25 AM – Back in the classroom. The next lesson begins with scaffolded practice. You circulate, giving immediate feedback (Element #14!), re-teaching where needed. A student asks, “Can I go to the toilet?” right as you're explaining the most important part. You pause and smile… professionally.  After spending 5 minutes getting all the young minds in your class focused back on the learning, the interactive whiteboard updates itself into oblivion. You pivot, improvise, and somehow make the math lesson continue using nothing but a whiteboard marker and sheer willpower.

1:25 PM – Lunch. Or, more accurately, the 7 minutes you spend eating half a sandwich while supervising the playground and mediating whether “accidentally kicking someone with a soccer ball” is really an accident.  After your duty, but while the students are happily playing outside, you start reviewing your differentiated learning groups for the next lesson. You rework the lesson’s pacing (Element #4!) because the class took an unexpected detour into the land of off-topic questions before Lunch.

2:00 PM – The afternoon rolls in. You deliver another lesson, this time adjusting instruction based on student performance (Element #13), using hand signals, think-alouds, and every ounce of energy left in your Explicit Instruction toolbox.

3:00 PM – The bell rings. Students depart. You wave with one hand while picking up 37 glue sticks with the other.  You smile, and internally review what worked and what didn’t.

3:10PM - You begin preparing for tomorrow’s lessons, tweaking your script, creating prompts, and selecting just the right example to model. Because great lessons don’t just happen……….. they’re deliberately designed.

Moral of the story?

Teaching isn’t just “standing up and talking.” It’s structured. It’s responsive. It’s a complex dance of cognitive science, educational research and passion for student learning.  While it’s incredibly rewarding, it’s a daily adventure that requires Olympic-level organisation for every single lesson.

Using the 16 elements of Explicit Instruction, our Aspley teachers carefully plan, model, guide, and assess — all while managing the daily energy of school life.

Over the coming weeks, I hope to unpack some of these Key, 16 elements of explicit instruction, so you can see the intentional magic happening behind the scenes.

And yes — we still occasionally leave our coffee in the staffroom microwave.

Stay tuned!

Prep C

We’ve had a busy start to our term in Prep C, with lots of curriculum learning and celebrations in our school. This week, we acknowledged Bullying No Way Week through classroom discussions, as well as reading the story The Rainbow Fish to tie in with our learning about differences and sharing. ‘We may all be different, but in Prep C we swim together.’

On Friday, we got to ‘Book an Adventure’ by dressing up as many amazing characters from some of our favourite stories for Book Week. Check out our fabulous costumes!

1C

1C students have enjoyed making different puppets this term as part of their Design Technology unit. They are working towards designing and making a puppet with moving parts to use in a puppet show. This also fits in well with our English unit where we are learning about procedures. The students will need to present a procedure to the class and give a reason why others should try what they are retelling.

2C

This Term in 2C has been a busy one! In maths we have been exploring informal units to measure length, mass and capacity. The learning has been hands-on (see photos) from measuring our desks with block and markers, to comparing capacity by filling up different shaped containers with plastic beads. Our science unit has also incorporated real-world examples as we have been growing our own bean plants while exploring different lifecycles of both plants and animals. Unfortunately, the bean plants have taken a hit with the recent warm weather but that has led to learning about habitats and what plants and animals need to survive.

3C

The current Year 3 Science Unit is entitled ‘Spinning Earth’. 3C have enjoyed learning about how the movement of the Earth is causes day and night, sunrises and sunsets, shadows and the seasons. They have identified observable and non-observable features of the Earth and compared its size with the sun, moon and other planets within the solar system. Students worked in groups using torches and tennis balls to gain a better understanding of the Earth’s rotation and revolution around the sun.  We have explored how the movement of the Earth effects our daily lives and how First Nations peoples use knowledge of the Earth’s movement in their traditions.

4C

Year 4 students have been studying fractions, decimals and multiplying and dividing numbers by 10, 100 and 1000. With this, they have engaged in mathematical projects and problem solving. To solve these problems, students have needed to use the Maps on the iPads to find distances, perform large multiplication and addition problems on their calculators and on paper, survey their classmates and organise their results in a table. Students then interpret their results to answer the question. An example of one of the investigation questions solved by students is: Does our class travel more than 10 000 km to Chermside each year? 

5C

This term in English 5C has been creating persuasive speeches to make improvements to Aspley State School. They have been sharing, developing, and expanding on ideas and opinions for a their particular purpose with their peers as the audience. We have learned a lot about the structure of persuasive text though the use of our WAGOLL, that is, What A Good One Looks Like, and TEEL, which is, Topic Sentence, Explain/Evidence, Examples, Link (link back to the topic in a concluding sentence). We have also looked at a number of persuasive techniques, such as, rhetorical questions, facts, personal pronouns, alliteration, emotive language, opinion, modality, repetition, statistics and rule of three. Ask your child how they are going to improve their school. What do you think they will say?

6C

6C have had a wonderful and busy term of learning! Our highlight was our trip to Canberra, where we made real connections to our classroom work on Federation and citizenship. In English, we’ve been learning to express our opinions through persuasive writing, while in maths we’ve worked hard on fractions and percentages (including discounts) and are now exploring area, perimeter, and angles. In HASS, we’ve learned about latitude and longitude, the geography of the Asia region, and how people and cultures differ across the world. In science, we’ve been fascinated by natural disasters such as cyclones and earthquakes. To finish the week, our Friday afternoons have been filled with fun and creativity as we worked with our buddies on puppetry, from hand puppets to marionettes.

Learning and Innovation Centre News

The Learning and Innovation Centre is open every second break. All children from year 1-6 can come into the LIC to read, play quiet games, complete puzzles, colour, and draw. Our year 6 student leaders come in and support the other children and help reshelve books. Please see the timetable below.

Book Week 

What a wonderful Book Week parade we had on Friday the 15^th August! Congratulations to all students and staff for your creativity and effort—everyone looked absolutely fantastic. It was inspiring to see such colourful costumes and to feel the excitement and pride as we celebrated our love of reading together. A big thank you to everyone who joined in to make this year’s Book Week assembly such a memorable event.

Throughout the week, students also enjoyed coming to the Learning and Innovation Centre, where they had the chance to read with different teachers, play exciting games, and explore their creativity through fun activities. The smiles and laughter showed just how much they enjoyed the celebrations, making Book Week a truly special experience for everyone.

Book Week Competition

Prep to year 2 – Colouring in competition. Sheet will be given to the classroom teacher and students are to hand back in to the office by the 12^{th of} August.

Year 3 -6 – Scavenger Hunt. (Collect an entry form from the office) Entries close on the 12^{th of} August. Place entries in the box at the office.

Student Council Book Fair

The Student Council will be holding a Book Fair in Week 10 of Term 3 to promote the love of reading across our school. We kindly ask families to donate any preloved books in good condition—no rips, stains, or missing pages, please. Donations can be dropped off at the office or your child’s classroom. Funds raised will go towards a special end-of-year gift for the school from the Student Council. Thank you for your support!

Borrowing News

Your child has weekly borrowing time at the L&IC. (Please see timetable below. Their classroom teacher will bring them each week to borrow but they MUST have a library bag. If they have missed borrowing time, then they can come down at second break with their library bag and books to return and reborrow. If they have not finished reading a book bring it back on their borrowing day to reborrow rather than letting it be overdue.

How many books can my child borrow?

• Prep – 3 books                       
• Years 1-6 – 4 books

Responsible Reader Awards

Congratulations to the classes from last two week who had no overdue books. You have worked as a team to support each other.

Outstanding Fees

If you have outstanding fees for lost books, could you please pay these as soon as possible. If your classroom teacher or child lets you know about an overdue book and you are unsure on the matter please feel free to email me and we can try and work out a solution.

Ms Naomi Harvey

npear34@eq.edu.au 

North District Track and Field

Congratulations to all the students that represented the school at last weeks North District Track and Field Carnival at Nudgee College. Special mention to the following students who are now part of the North District team that will compete at the Metropolitan North Track and Field Championships later this month – Narlu, Samuel, Karim, Darius, Charlotte, Eseta and Ripley.

Celebrating 135 Years: A New Chapter in Aspley’s Sporting Legacy

Thank you to our families for the thoughtful feedback and affirmations shared in response to our previous article in the week 4 newsletter. Your support continues to shape this exciting journey.

If you missed the initial unveiling of our sporting concepts and designs, [click here] to view the full article and visuals.

We warmly invite you to share your thoughts with our administration team over the coming weeks via the email administration@aspleyss.eq.edu.au . Your input, along with student feedback will help guide the final consultation and design phase.

Thank you for championing our school’s sporting program. We look forward to a vibrant and successful close to the term.

Sports X

Artist Wendy

Artist_Wendy_Term_3_2025_Compressed_.pdf

Artist_Wendy_Term_3_2025_Compressed pdf 2.38 MB

Scouts Qld

September_25_Samford_1.pdf

September_25_Samford_1 _pdf 2.48 MB

Tennis Gear