Thank You for a Fantastic Term 3!

As we wrap up another busy and rewarding term, I’d like to take a moment to reflect on all that has been achieved and to thank you for your continued support throughout Term 3.

Term 3 has been filled with rich learning experiences, personal growth, and a strong sense of community spirit. From engaging classroom activities to unforgettable excursions, camps, and the outstanding musical and sporting achievements of our students, it has been wonderful to see them flourish both in and out of the classroom.

A heartfelt thank you goes to our incredible P&C. The time, effort, and care they invest in organising events and supporting the school community is deeply appreciated. Their work plays a vital role in enriching the experience of all our students.

I’d also like to acknowledge our dedicated teaching and support staff. Their passion, care, and commitment to nurturing each child’s development is the cornerstone of our school’s success. We are so grateful for all they do.

As we head into the school holidays, I hope everyone finds time to rest, recharge, and enjoy some well-earned downtime with family and friends. It’s a perfect opportunity to reflect on the many accomplishments of the term.

Looking ahead to Term 4, we have many exciting events to look forward to, including our Music Evening, Year 6 Graduation celebrations, and the End of Year Concert.

Wishing you all a safe, relaxing, and enjoyable break!

Student Council Fundraiser - Crazy Sock Day

A big thank you to our school community for your enthusiastic support of the Student Council’s Crazy Sock Day fundraiser! There were so many colourful, creative, and downright wacky socks on display around the school on Wednesday.

Thanks to your generous contributions, we were able to raise valuable funds that will go towards the Year 6 end of year gift to the school. Events like these not only bring joy and fun to our school but also help foster a strong sense of community and offer our student leaders the opportunity to extend their leadership skills with facilitating such events.

Well done to our Student Council on their organisation and promotion of the event, and thank you again to everyone who took part!

School Watch

As we head into the holiday break, we kindly remind you to support the safety of our school community by contacting School Watch if you notice anything unusual around the school grounds during this time. Your vigilance helps protect our school and its resources.

If you see anything suspicious, please don’t hesitate to call and report it. School Watch Hotline on 13 17 88. This service operates 24/7 and helps ensure our school remains secure while closed.

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):

Term 3

• Year 1 Puppet Show: OVERDUE
• IM Instalment 3: OVERDUE
• 2025 SRS: OVERDUE 

Term 4

• Term 4 GALA Days (Multi Sport): Due Friday, 19 September - $42
• Term 4 Swimming: OVERDUE

Instrumental Music Invoices 2026

Instrumental Music invoices for 2026 will be issued in the middle of Term 4. If you are a new or returning student, please ensure to have all forms completed and returned to ensure invoices are issued for your student/s.

Credit on Accounts

If you have a credit on your student/s account, please contact the office via email 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.

Want Digital Invoices?

Is your student currently taking a paper invoice home for you to make payment? Would you like to have them automatically emailed to you? If you answered YES, please email the front office to request your preferred contact method to be updated to email. With this change, all future invoices will automatically be emailed to the nominated email on file.

Year 4 GALA Days (Multi Sports)

Permission and payment for the Term 4 GALA Days (Multi Sports) are now closed. Students without permission and payment will not be able to attend in the Multi Sport activities in Term 4.

Did you get a notification on Thursday reminding you of the Book Fair? QParents has a new feature of Announcements! We gave this a test run on Thursday by sending an announcement to our QParent families across the school via the app.
As we have more families joining and utilising QParents, the school will continue to make the most of the features available. To ensure you stay up to date and on top of all things “Aspley” please make sure you are registered and active with QParents.

If you are yet to join QParents, there is no better time to create an account. QParents features for Aspley SS are:

• Past, future and same day student absence
• View student report cards
• Consent for excursions and events (no more paper copies to return or get lost in school bags)
• Announcements, updates and reminders from the school straight to the app
• View historical and current invoices as well as make payment of invoices

Please reach out to the front office team for an invitation link to be sent along with your students EQ ID number.

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, instead they will 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 100 points of ID. Your student's EQ ID number can be located on invoices raised by the school, report cards or by contacting the office. Should you not have the required points of ID, please come past the office with your ID for the team to confirm your account.  

Facilities

Over the upcoming holidays there will be various works completed. We are looking forward to the installation of a double-sided LED sign at the main carpark. This will continue to support the school in keeping our families and community up to date with school notices and events.

The installation of interchangeable hoops is to occur over the holidays as well. These interchangeable hoops will be installed on the netball / basketball courts next to the hall. Our P&C has kindly made a generous donation towards the cost of these upgrades. We look forward to students making the most of these courts by soon being able to easily switch between netball and basketball hoops.

We also have the internal repaint of five classrooms being completed during the holidays. This repaint will help brighten the learning spaces for students and is the first step in completing various room upgrades to E Block classrooms.   

Reminder to help keep the school safe over the holidays. If you notice any unusual activity or persons on site, please report them to School Watch 13 17 88.

Student Council Book Fair

A heartfelt thank you to all parents, carers, and friends who kindly donated to the Student Council Book Fair.
Your generosity has made this event possible and will directly support our school community. The Student Council deeply appreciates your contributions, which help foster a love of reading and provide exciting opportunities for our students.

Borrowing News

Library Borrowing Reminders

Each class has a weekly borrowing session at the Learning & Innovation Centre (see timetable below). Students must bring a library bag to borrow books.

• If a student misses their class borrowing time, they may visit the L&IC at second break with their library bag and books to return or reborrow.
• If a book is not finished, it should still be brought back on borrowing day to be reborrowed, rather than left overdue.
• Students going on early holidays are asked to return their books before leaving.

A big thank you to all the students who returned their books on time this term – you’ve done a fantastic job keeping our library ready for everyone to enjoy. We can’t wait to see you back in the L&IC next term, borrowing new stories and discovering more amazing books. Happy reading! ✨

Responsible Reader Awards

Congratulations to the two classes from last 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 from last year, could you please pay these as soon as possible. Your child is unable to borrow until this matter is resolved. 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 

Parents often wonder why teachers don’t just “dive in” and teach kids the good stuff right away — like solving simultaneous equations, pondering financial real world mathematics, persuasive essay analysis, or decoding words with split diagraphs (magic “e” for a certain generation!!). The answer is simple: teachers like children to have a fighting chance at long term learning success, which means teaching skills in a logical sequence. Think of it as assembling IKEA furniture with a toddler: you wouldn’t hand over the screw-driver, start at Step 47 and hope for the best! 

Here’s what “sequencing skills logically” looks like in practice (with some real-life parent parallels):

Easier Before Harder - a.k.a. “Don’t Ask a Preschooler to Drive the Maserati”
Imagine asking your child to cook a five-course meal before they’ve learned how to hold a knife safely then butter the toast. Disaster. In classrooms, this means teachers teach the basics first. Counting and grouping with manipulatives before multiplication, phoneme grapheme recognition before spelling bee trophies. Nobody likes burnt toast — or burnt-out students.

High-Frequency Before Rare and Exotic (like teaching ‘Stop, Drop, and Roll’ before Flamethrower Safety 101)
Teachers focus on the skills kids use most often. High-frequency words like the and and get top billing. The word pterodactyl? Fun at parties, but not exactly a kindergarten essential. Parents secretly cheer this strategy — because helping with homework is much easier when the words are “cat” and “dog” instead of “archaeopteryx.”

Master the Prerequisites - a.k.a - “You Must Crawl Before You TikTok Dance”
We don’t hand kids a bike without training wheels and say, “Good luck, sport.” Likewise, teachers ensure children have mastered the stepping stones before moving on; like fractions before algebra, simple sentences before compound and complex sentences, paragraphing with topic sentences before whole essays or … crawling before uploading choreographed dance videos to the Tik Tok. Skipping prerequisites is like building a house without solid foundations: it might look okay for a while, but then the cracks start to show and grow larger over time until……crash.

Separate the Easily Confused (like Not Teaching b, p, d and g on the same day)
Children can be tripped up by lookalike or sound-alike skills. Teachers know not to pile on “there, their, and they’re” all at once. It’s like trying to explain to a four-year-old that “dessert” and “desert” are totally different. Cue the meltdown. Teachers make planning decisions continuously, to separate the teaching of skills that may be confused by children, to prevent the students from getting overwhelmed and help them build confidence step by step.

In Summary

Sequencing skills logically (Explicit Instruction Element #2) isn’t just educational jargon. It’s the teaching equivalent of baby-proofing the curriculum or help our students build competence step by step.

As teachers, we make these complex decisions look easy, but they are far from it.  So please continue to support your child’s literacy and numeracy growth at home like sharing and discussing stories, TV shows, novels and films, playing number games, organise pocket money budgets, plan and make family meals.  When it comes to the heavy lifting in English and Maths, however, it’s wise to let the teaching experts steer the ship. Jumping into the deep ocean without a flotation device can lead to learning that looks impressive at first but ends up shallow and about as effective as a snorkel in a bathtub. 

So next time you wonder why your child is still practicing “easy stuff,” rest assured: the teacher is just setting them up for success. After all, even rocket scientists had to learn how to count down from ten before they could launch.

Prep - 2 HPE Term 3

Health

This term, our Health program has focused on safety, respect, and wellbeing.

Prep students have learned about safety at home, protective behaviours, and asking for help from trusted adults.

Year 1 have explored similarities and differences, respecting feelings, and building a sense of belonging.

Year 2 are understanding feelings and responses, recognising unsafe situations, and taking actions that promote safety and wellbeing.

Families can support this learning by talking with children about safe choices, encouraging respect for others, and modelling healthy routines at home.

PE in Action!

In PE this term, students have been introduced to a range of new units that develop their physical skills and social confidence.  These will continue into Term 4.

Prep students continue to develop fundamental movement skills as well as learning personal and social skills through active games, building cooperation, sharing, and turn-taking.

Year 1 classes have been developing and performing dodging and tagging games, using challenges that encourage quick thinking, spatial awareness, and fair play.

Year 2 students are extending their movement skills by exploring long rope skipping sequences. These activities help build coordination, rhythm, and persistence while incorporating key elements of movement.

Our focus across all year levels is to create fun, inclusive experiences that promote fitness, teamwork, and confidence in physical activity. 

We can’t wait to continue our HPE journey next term!

HPE - Years 3- 6 Term 3

During Health and Physical Education lessons this term, students in Years 3–6 completed their Health Assessments, with each year level focused on a specific topic related to sport and well-being, unpacking the content and applying this knowledge in a practical setting

• Year 3 students investigated sustainability, looking at ways to reduce waste, such as using reusable drink bottles and recycling old equipment.
• Year 4 focused on multiculturalism in Australian sport, identifying how heritage and culture influence our identity and explored communication skills and strategies for working cooperatively during games.
• Year 5 studied diversity and personal development, examining the importance of teamwork, inclusion, and setting personal fitness goals.
• Year 6 concentrated on transitioning to high school, discussing strategies for building resilience, making healthy choices, and managing change.

Students have also started to learn new physical education skills, building on foundations such as throwing, catching, coordination, and teamwork.

In Term 4, students will have the opportunity to explore activities tailored to their year level.

• Year 6 will try Badminton and Tennis, refining racket skills and court awareness.
• Year 5 will take on Basketball, focusing on dribbling, passing, and game strategies.
• Year 4 will explore Circus skills, developing balance, rhythm, and confidence.
• Year 3 will dive into Dance, expressing movement through rhythm and choreography.

Japanese  - Years 1- 3 Term 3

Our Japanese lessons have been full of energy and learning this term!

• Year 1 students explored how to give a weather report in Japanese, linking language with real-world situations. Hare, Kumori, Ame, Yuki, Atsui and Samui.
• Year 2 students discovered the richness of Japanese culture through traditional folk stories, learning key phrases along the way. We use Mukashi mukashi  to begin a traditional story and shiawase to end.
• Year 3 students focused on teamwork, using Japanese expressions to encourage and support one another. We chant がんばってganbatte、がんばれ ganbare、ファイトfaito！

It’s wonderful to see our students building language skills while also developing cultural understanding.

Sports X

Prep

In Prep, students explored the concept of belonging and why it is an essential part of feeling safe, valued, and connected. They examined what belonging can look like, sound like, and feel like, and reflected on the many groups they are part of, such as family, school, and friendships. The children also considered how acts of inclusion and kindness strengthen relationships and contribute to a positive classroom community where everyone feels they have a place.Through the text The Paper Bag Princess by Robert Munsch, students developed their understanding of identity, respect, and self-worth. They learned that true value comes from the choices people make and the way they treat others. The story supported students in recognising qualities such as bravery, clever thinking, and standing up for oneself, while also highlighting the importance of respect. This learning encouraged students to reflect on their own unique qualities and to practise skills such as kindness, problem-solving, and confidence.

Year 2

In Year 2, students learnt about staying calm, helping and not making situations worse. The focus was on recognising when a situation is becoming tense or angry and understanding how words and actions can either improve or escalate it. Students practised de-escalation strategies to calm themselves and avoid making conflicts bigger. The Year 2s also explored the importance of sleep, looking at how rest has positive effects on focus, learning, and wellbeing at school, and how a lack of sleep can negatively affect emotions and behaviour.

Year 3

In Year 3, students have been learning about respect in conflict management. Lessons focused on recognising when it is appropriate to step in, and how to use “I” statements instead of “you” statements to manage disagreements respectfully. Students also began exploring ideas of rights, respect, fairness, and equality, including discussions about gender expectations and how some stereotypes can be harmful or unfair.

Year 4

In Year 4, students built on these skills by looking more deeply at respect in conflict management. They practised applying “I” statements in real-life scenarios and considered more complex situations where deciding when to intervene requires careful judgment. The focus also extended to a deeper examination of rights, respect, fairness, and equality, with students analysing how gender stereotypes influence interactions and how they can actively challenge harmful expectations.

Year 5

In Year 5, students revisited strategies for conflict management, strengthening their understanding of how to resolve disagreements respectfully. Lessons explored both gender stereotypes and general stereotypes, with a focus on how these can negatively affect people in everyday life. Using real-world examples from primary school, students discussed how stereotypes can influence friendships, limit opportunities, and create unfair expectations.

Year 6

In Year 6, students extended their learning in conflict management by applying strategies to more complex situations. They examined how gender and general stereotypes can impact people, not only in primary school but also as they transition into high school. Discussions focused on recognising how stereotypes can contribute to conflict, exclusion, and pressure in social groups, and how students can challenge these assumptions to support fairness, respect, and positive relationships as they move into secondary schooling.

Aspley Eagles Challenge Cup 2025

Congratulations to the students of Aspley State School, who last week attended the Aspley Eagles Challenge Cup soccer tournament hosted by Aspley State High School. There were 16 schools involved with 34 teams competing. The boys senior team played magnificently and finished in sixth position,  with the girls senior team finishing in eighteenth position. 

All students represented the school with pride and passion and we very well behaved. Congratulations!