Telopea Topics No7 2025

REPORT FROM THE DEPUTY PRINCIPAL

Term 2 has had an extremely busy start in Primary.  On Tuesday 29^th April, our Primary students participated in a small ANZAC ceremony.  Some of our students shared their grandparents’ and other family members’ experiences during different conflicts and we considered not just the sacrifices of those who go to war, but also, the significant contributions of those who remain behind to support families.  I have been delighted by the number of children who have sought information about their own families’ experiences after the ANZAC ceremony and shared their stories with me, which has highlighted to me what a rich, diverse community we have in the Primary.

On Thursday 1^st May Years 2-6 attended our Cross Country Carnival at Stromlo Forest Park.  Whilst the day was a little windy, it was beautiful in the sunshine with all students participating in their racing event as well as a range of novelty activities and cheering on their friends and House mates.  I extend my sincere thanks to our Secondary colleagues (students and teachers) who helped run the warmups, races, novelties and supported the inclusion of every student.  I was especially thrilled to see Sam (music teacher extraordinaire) making announcements in both English and French, the journalists and reporters capturing the event and all our teachers and Learning Support Assistants joining in the fun of the races and novelty events, ensuring the success of the day.

After working with the School Captains and House Captains this year, as well as, watching the work of our Primary SRC and delegues, I thought it was timely to acknowledge the students’ skills, dedication and passion to lead our Primary community.  I have been incredibly impressed by their passion, innovative ideas and commitment to achieving wonderful things across the school including the sports carnivals, assemblies and announcements and can’t wait to see what they lead next.

We have had the pleasure of hosting a range of Preservice Teachers from the University of Canberra across the school this term.  It is always wonderful to welcome future educators into our community and share our teaching and learning and I look forward to potentially work with them in the future as their progress in their careers.

As our days (and nights) get colder, please remind your children to dress warmly and label all clothing items.  Please be reminded that school begins promptly at 9.00am and finishes at 3.15pm with children exiting the school via the appropriate gates.  We have had a small number of students waiting for collection with their kindergarten siblings in the kindergarten playground which places an additional responsibility of the supervising teachers, and I ask that, where possible, children remain with their class and teacher. 

We are very excited to announce that Primary Semester 1 reports will be moving to Sentral in line with the rest of the ACT Education Directorate.  I am extremely appreciative of the significant work that has occurred to ensure that our Primary Semester reports reflect the French and Australian binational programs that exist at Telopea Park School including curriculum mapping and collaboration between Executive and Classroom teachers.  Our teachers have actively engaged in professional learning and strengthened partnerships with their teaching teams to deliver their Semester 1 reports in Week 10 of this term via Sentral.

NOTES DE LA PRINCIPALE-ADJOINTE

Le début du deuxième trimestre a été bien productif dans le primaire. Le mardi 29 avril, nos élèves du primaire ont participé à une petite cérémonie de l’ANZAC. Certains de nos élèves ont partagé les expériences de leurs grands-parents et d’autres membres de leur famille lors de différents conflits, et nous avons réfléchi non seulement aux sacrifices de ceux qui partent à la guerre, mais aussi aux contributions importantes de ceux qui restent à l’arrière pour soutenir les familles. J’ai été ravi de constater le nombre d’enfants qui, après la cérémonie de l’ANZAC, ont cherché des informations sur les histoires de leur propre famille et me les ont partagées, ce qui m’a rappelé à quel point notre communauté du primaire est riche et diverse.

Le jeudi 1er mai, les élèves de CE2 à 6e ont participé à notre cross au Stromlo Forest Park. Bien que la journée ait été un peu venteuse, le soleil était au rendez-vous et tous les élèves ont participé à leur course ainsi qu’à différentes activités ludiques, tout en encourageant leurs amis et camarades de Maison. J’adresse mes sincères remerciements à nos collègues du secondaire (élèves et enseignants) qui ont aidé à organiser les échauffements, les courses, les jeux et à soutenir l’inclusion de chaque élève. J’ai été particulièrement ravie de voir Sam (notre incroyable professeur de musique) faire des annonces en anglais et en français, les journalistes et reporters immortaliser l’événement, et tous nos enseignants et assistants d’éducation participer avec enthousiasme aux courses et activités ludiques, assurant ainsi le succès de la journée.

Après avoir travaillé avec les capitaines de l’école et de Maison cette année, ainsi qu’en observant le travail de notre SRC du primaire et des délégués, il m’a semblé opportun de souligner les compétences, le dévouement et la passion des élèves pour diriger notre communauté du primaire. J’ai été profondément impressionnée par leur passion, leurs idées innovantes et leur engagement à réaliser de belles choses dans toute l’école, y compris lors des olympiades sportives, des assemblées et des annonces, et j’ai hâte de découvrir ce qu’ils entreprendront ensuite.

Nous avons eu le plaisir d’accueillir plusieurs enseignants stagiaires de l’Université de Canberra dans notre établissement ce trimestre. C’est toujours un plaisir d’accueillir de futurs enseignants dans notre communauté et de partager avec eux notre enseignement et nos apprentissages, et j’espère avoir l’occasion de travailler avec eux à l’avenir au fur et à mesure de leur progression dans leur carrière.

Alors que les journées (et les nuits) deviennent plus froides, merci de rappeler à vos enfants de bien se couvrir et de veiller à étiqueter tous les vêtements à leur nom. Nous vous rappelons que l’école commence à 9h00 précises et se termine à 15h15, les élèves doivent sortir par les grilles appropriées. Nous avons constaté qu’un petit nombre d’élèves attendent d’être récupérés avec leurs frères et sœurs de maternelle dans la cour de la maternelle, ce qui représente une responsabilité supplémentaire pour les enseignants en charge de la surveillance. Je vous demande donc, dans la mesure du possible, que les enfants restent avec leur classe et leur enseignant.

Nous sommes très heureux d’annoncer que les bulletins du premier semestre pour le primaire seront désormais transmis via Sentral, tout comme le reste de la Direction de l’Éducation de l’ACT. Je suis extrêmement reconnaissante du travail important qui a été accompli pour que nos bulletins du primaire reflètent les programmes binationaux français et australien proposés à Telopea Park School, y compris le travail de planification des programmes et la collaboration entre les executive teachers et les enseignants. Nos enseignants se sont activement engagés dans des formations professionnelles et ont renforcé leur collaboration avec leur équipe pédagogique afin de pouvoir remettre les bulletins du premier semestre via Sentral au cours de la semaine 10 de ce trimestre.

PRIMARY NEWS

The 7 Habits of Happy Families

By Dr Justin Coulson, April 4, 2025

As I have surveyed and worked with thousands of families over the years, there are a small handful of habits that I see parents practice that make their families happy. And they are astonishingly powerful.

In this article I will share those habits by describing the principle, discussing how it works in practice, and offering a provocation to get you thinking.

1. Assume Positive Intent

Principle: Your children are not actually trying to ruin your life. They’re trying their best with limited skills and resources. Sometimes they can be clumsy. They only have their ‘L’ plates on.

In Practice: When your child does something upsetting, pause before reacting. Ask yourself, “What need is my child trying to meet?” Then, address the need rather than just the behaviour. “I can see you’re frustrated. Let’s figure this out together.”

Provocation: We wouldn’t assume your colleague intentionally sabotaged a project, yet we’re quick to believe our children are orchestrating psychological warfare against us. Your child isn’t a criminal mastermind plotting your demise. They’re just hungry, tired, or struggling to communicate. The fastest way to turn a good kid bad is to treat them like they already are.

2. Laugh Together

Principle: Shared joy creates bonds that withstand life’s challenges.

In Practice: Have family movie nights with comedies. Share funny stories. Play ridiculous games. Create inside jokes. Laugh at yourself when you make mistakes. Make silly faces, tell dad jokes, and celebrate the ridiculous moments of family life.

Provocation: Most families spend more time coordinating schedules than creating memories. The average household shares fewer than 20 minutes of laughter per week, yet we wonder why everyone feels disconnected. If your family hasn’t had a proper belly laugh together in the last few days, your family culture is in critical condition.

3. Fix Things Fast

Principle: Conflict is inevitable; prolonged disconnection is optional.

In Practice: Be the first to apologise, especially if you’re the parent. Name what went wrong. Take responsibility for your part. Ask what would help. End with physical connection. A hug, high five, or fist bump resets everyone’s nervous system.

Provocation: Your silent treatment isn’t “teaching them a lesson”. Nor is yelling or threatening. It’s teaching them that love is conditional. Every hour of unresolved tension between you and your child is rewiring their brain to expect conditional acceptance in future relationships. Your pride isn’t worth the therapy bills they’ll have later.

4. Stay Close

Principle: Children of all ages are biologically wired for connection with their parents.

In Practice: Create daily rituals of connection: bedtime stories, morning cuddles, after-school check-ins. Sit on their bed for five minutes at night. Drive them to school when possible. Find small ways to connect throughout the day that show you’re thinking of them.

Provocation: Your child’s push for independence is a façade. Behind it is a child desperately hoping you won’t believe the act. While you’re respecting their “independence” by backing off, they’re interpreting your distance as abandonment. Your children need you more, not less – they just need you differently as they grow. They want your involvement in a supportive, not a controlling way.

5. Listen Fully

Principle: Being heard creates security and builds trust.

In Practice: Put down your phone when your child speaks. Make eye contact. Ask follow-up questions. Reflect back what you hear. Don’t immediately jump to solutions or lectures. Sometimes say, “Tell me more about that.”

Provocation: If your screen time report shows more hours on social media than minutes of eye contact with your children, you’re outsourcing the most important relationship they have right now to someone or something else. Your child will remember exactly zero of your “important” emails or Instagram reels, but they’ll never forget the times you chose your phone over their story.

6. Create Meaningful Traditions

Principle: Family rituals create stability and identity in an unpredictable world.

In Practice: Establish weekly family nights, seasonal celebrations, birthday traditions, or Sunday dinners. They don’t need to be elaborate – consistency matters more than complexity. Even simple traditions like Sunday morning pancakes create anchors of belonging.

Provocation: In a culture where kids construct identity through screens and peers, your family traditions are fighting for your children’s sense of self. Without these shared experiences, your family becomes little more than roommates who occasionally share Wi-Fi. The traditions you neglect creating today are the memories your children won’t have tomorrow.

7. Have the Hard Conversations

Principle: Children need parents who are brave enough to discuss difficult topics.

In Practice: Create an environment where no question is off-limits. Talk about bodies, relationships, disappointments, and fears in age-appropriate ways. Don’t wait for the “perfect moment”. Use everyday opportunities to address important topics briefly and naturally.

Provocation: Your discomfort with difficult conversations doesn’t make them unnecessary. It makes them urgent. The conversations you avoid having with your children will be filled by Google, YouTube, or the kid on the bus with wildly inaccurate information. If you won’t have these conversations, someone else – or something else -will, and you probably won’t like their curriculum.

Thank you for a wonderful start to Term 2

Thank you so much for a wonderful start to the term. It’s already been super busy with an ANZAC Day service, Cross Country, special guests and more!

At the ANZAC Day service, we had two special speakers, Felix and Nikita, from Year 5. They shared some personal stories about their families and relatives in times of war. All students from Kindergarten to Year 6 are to be congratulated on their respectful behaviour at the assembly.

We recently enjoyed a fantastic Cross Country Carnival, made even better by a perfect Autumn day—crisp air, sunshine, and just the right amount of warmth to race through the scenic Canberra countryside (even though there was a little bit of wind). A huge thank you goes out to everyone who made the day such a success: our dedicated staff—especially Raphael V. and Megan—our generous parent volunteers, the incredible Secondary Sports Leadership students, and of course, the students themselves for bringing such great spirit and teamwork. From sack races and egg-and-spoon challenges to tug-of-war, volleyball, stretching, card games, cheering squads, and even a few rounds of "What's the Time, Mr. Wolf?", the fun was non-stop.

Meanwhile, back at school, our Kindy and Year 1 students weren’t left out—they hosted their own mini running festival full of joy and laughter. It was a day of movement, camaraderie, and celebration all around!

CARTES MENTALES / MINDMAPS IN YEAR 6

Using Mind Maps at the End of a Lesson: A Powerful Tool for Organising and Deepening Learning

In Year 6, one of the most effective and engaging strategies for consolidating learning at the end of a lesson has proven to be the use of mind maps. These visual tools help students summarise and organise key ideas in a structured yet creative way. At our school, Year 6 students have become confident in applying this technique across multiple subject areas, including French, History and Bilingual Science.

What is a Mind Map?

A mind map is a diagram that starts with a central idea, often placed in the middle of the page, and branches out into related concepts, facts, or examples. It mimics the way the brain works, connecting ideas through associations, which is an excellent way to represent understanding visually. It can include keywords, colours, drawings, and symbols to make learning more memorable.

Mindmap examples below from the Bilingual Science Class on Types of Energy and examples from the French/ History class:

Positive Behaviours for Learning
What is PBL?
 PBL stands for Positive Behaviour for Learning. It's a whole-school approach that helps create a safe, supportive and positive environment where all students can do their best.

At its heart, PBL helps schools to:
 • Be a welcoming and positive place for learning
 • Teach students the behaviours that help them succeed at school
 • Recognise and celebrate when students make good choices
 • Support students in learning from mistakes
 • Work together with families to support children

PBL is based on research and brings together teachers, students and families to build a school culture that supports learning and wellbeing. It also helps schools to reduce bullying by promoting respect, safety and responsibility through clear expectations and consistent support for behaviour.

Why use PBL?
 • PBL helps staff respond to behaviour in a fair and consistent way
 • It helps all students understand what is expected of them
 • Support is tailored to meet the needs of individual students

Our school has proudly been a PBL school for several years. One way we recognise positive behaviour is through our PBL tokens, which are given to students who show they are safe, respectful, responsible and active learners.

We encourage families to talk with their children about what these values mean at school and at home. Try asking your child:
 • How were you respectful or responsible today?
 • What does it mean to be a good learner at home?
 • How can we show safety in our family or in the community?

By working together, we can help children build strong, positive habits that will benefit them both in and out of school.

Events

Some upcoming events are:

• 28 May K-3 and 4-6 Assemblies
• 30 May “End of May, Hats off Day!” and National Bee Day
• 2 June Reconciliation Day
• 9 June King’s Birthday Public Holiday
• 17 June Athletics Carnival

NOUVELLES DU PRIMAIRE

Les 7 habitudes des familles heureuses
 Par le Dr Justin Coulson, 4 avril 2025

Au fil des années, en observant et en travaillant avec des milliers de familles, j'ai identifié quelques habitudes que les parents adoptent et qui rendent leur famille heureuse. Elles sont étonnamment puissantes.

Dans cet article, je vais partager ces habitudes en décrivant leur principe, en expliquant comment elles fonctionnent en pratique et en proposant une réflexion qui vous amènera à  réfléchir.Happy Families

1. Supposez une intention positive

Principe : Vos enfants ne cherchent pas réellement à ruiner votre vie. Ils font de leur mieux avec des compétences et des ressources limitées. Parfois, ils peuvent être maladroits. Ils sont encore en phase d'apprentissage.

En pratique : Lorsque votre enfant fait quelque chose de contrariant, faites une pause avant de réagir. Demandez-vous : « Quel besoin mon enfant essaie-t-il de satisfaire ? » Ensuite, répondez à ce besoin plutôt qu'au comportement. « Je vois que tu es frustré. Trouvons une solution ensemble. »

Réflexion : Nous n'imaginons pas que notre collègue sabote intentionnellement un projet, pourtant nous sommes prompts à croire que nos enfants orchestrent une guerre psychologique contre nous. Votre enfant n'est pas un génie du crime planifiant votre chute. Il a tout simplement faim, il est fatigué ou a du mal à communiquer. La manière la plus rapide de transformer un bon enfant en mauvais est de le traiter comme s'il l'était déjà.

2. Riez ensemble

Principe : La joie partagée crée des liens qui résistent aux défis de la vie.

En pratique : Organisez des soirées cinéma en famille avec des comédies. Partagez des histoires drôles. Jouez à des jeux absurdes. Créez des blagues pour votre famille. Riez de vous-même lorsque vous faites des erreurs. Faites des grimaces, racontez les blagues typiques que font les papas, les fameuses dad jokes, et célébrez les moments ridicules de la vie familiale.

Réflexion : La plupart des familles passent plus de temps à coordonner les emplois du temps qu'à créer des souvenirs. Le foyer moyen partage moins de 20 minutes de rire par semaine, et pourtant nous nous demandons pourquoi tout le monde se sent déconnecté. Si votre famille n'a pas eu un bon fou rire ensemble ces derniers jours, votre culture familiale est en état critique.

3. Réparez rapidement les choses

Principe : Le conflit est inévitable ; la déconnexion prolongée est optionnelle.

En pratique : Soyez le premier à vous excuser, surtout si vous êtes le parent. Nommez ce qui n'a pas fonctionné. Assumez votre part de responsabilité. Demandez ce qui aiderait. Terminez par un contact physique. Un câlin, un high five ou un check du poing réinitialise le système nerveux de chacun.

Réflexion : Votre silence ne leur « enseigne pas une leçon ». Pas plus que crier ou menacer. Cela leur enseigne que l'amour est conditionnel. Chaque heure de tension non résolue entre vous et votre enfant reprogramme son cerveau pour s'attendre à une acceptation conditionnelle dans ses relations futures. Votre fierté ne vaut pas les factures de thérapie qu'ils auront plus tard.

4. Restez proche

Principe : Les enfants de tous âges sont biologiquement programmés pour se connecter à leurs parents.

En pratique : Créez des rituels quotidiens de connexion : histoires au coucher, câlins du matin, discussions après l'école. Asseyez-vous sur leur lit pendant cinq minutes le soir. Conduisez-les à l'école lorsque c'est possible. Trouvez de petites façons de vous connecter tout au long de la journée pour leur montrer que vous pensez à eux.

Réflexion : La quête d'indépendance de votre enfant est une façade. Derrière, il y a un enfant qui espère désespérément que vous ne croirez pas à cet acte. Pendant que vous respectez leur « indépendance » en vous éloignant, ils interprètent votre distance comme un abandon. Vos enfants ont besoin de vous davantage, pas moins – ils ont simplement besoin de vous différemment en grandissant. Ils veulent votre implication de manière soutenante, pas contrôlante.

5. Écoutez pleinement

Principe : Être entendu crée un sentiment de sécurité et renforce la confiance.

En pratique : Posez votre téléphone lorsque votre enfant parle. Établissez un contact visuel. Posez des questions de suivi. Reflétez ce que vous entendez. Ne sautez pas immédiatement aux solutions ou aux leçons. Parfois, dites : « Dis-m'en plus à ce sujet. »

Réflexion : Si vous passez plus d'heures sur les réseaux sociaux que de minutes de contact visuel avec vos enfants, vous déléguez la relation la plus importante qu'ils ont actuellement à quelqu'un ou quelque chose d'autre. Votre enfant ne se souviendra d'aucun de vos e-mails « importants » ou de vos vidéos Instagram, mais il n'oubliera jamais les fois où vous avez choisi votre téléphone plutôt que son histoire.

6. Créez vos propres traditions

Principe : Les rituels familiaux créent de la stabilité et une identité dans un monde imprévisible.

En pratique : Établissez des soirées familiales hebdomadaires, des célébrations saisonnières, des traditions d'anniversaire ou des dîners du dimanche. Elles n'ont pas besoin d'être élaborées – la cohérence compte plus que la complexité. Même des traditions simples comme les crêpes du dimanche matin créent des points d'appartenance.

Réflexion : Dans une culture où les enfants construisent leur identité à travers les écrans et leurs pairs, vos traditions familiales luttent pour le sens de soi de vos enfants. Sans ces expériences partagées, votre famille devient guère que des colocataires qui partagent occasionnellement le Wi-Fi. Les traditions que vous négligez de créer aujourd'hui sont les souvenirs que vos enfants n'auront pas demain.

7. Ayez ces conversations difficiles

Principe : Les enfants ont besoin de parents assez courageux pour discuter des sujets difficiles.

En pratique : Créez un environnement où aucune question n'est interdite. Parlez des corps, des relations, des déceptions et des peurs de manière adaptée à l'âge. N'attendez pas le « moment parfait ». Utilisez les opportunités quotidiennes pour aborder brièvement et naturellement des sujets importants.

Réflexion : Votre inconfort face aux conversations difficiles ne les rend pas inutiles. Cela les rend urgentes. Les conversations que vous évitez d'avoir avec vos enfants seront comblées par Google, YouTube ou l'enfant dans le bus avec des informations largement inexactes. Si vous ne tenez pas ces conversations, quelqu'un d'autre – ou quelque chose d'autre – le fera, et vous n'aimerez probablement pas leur version.

Un merveilleux début de 2e trimestre: merci

Merci beaucoup pour ce merveilleux début de trimestre. Il a déjà été très productif avec une cérémonie de l'ANZAC, le Cross Country, des invités spéciaux et plus encore !

Lors de la cérémonie de l'ANZAC, nous avons eu deux orateurs spéciaux, Felix et Nikita, de CM2 (Year 5). Ils ont partagé des histoires personnelles sur leur famille et leurs proches en temps de guerre. Nous félicitons tous les élèves de la maternelle à la 6e pour leur comportement respectueux lors de l'assemblée.

Nous avons récemment profité d'un cross fantastique par une journée d'automne parfaite – air frais, soleil et juste la bonne quantité de chaleur pour courir à travers la campagne pittoresque de Canberra (même s'il y avait un peu de vent). Un immense merci à tous ceux qui ont fait de cette journée un tel succès : nos enseignants dévoués – en particulier Raphael V. et Megan – nos généreux parents bénévoles, les incroyables élèves leaders sportifs du secondaire, et bien sûr, les élèves eux-mêmes pour avoir apporté un tel esprit et un tel esprit d'équipe. Courses en sac, défis de cuillère à œuf, défi de corde à tirer, volley-ball, étirements, jeux de cartes, équipes de supporters, et même parties de « Quelle heure est-il, Monsieur le Loup ? », le plaisir était non-stop.

Pendant ce temps, de retour à l'école, nos élèves de maternelle et de CP n'ont pas été laissés pour compte – ils ont organisé leurs propres mini courses remplies de joie et de rires. Ce fut une journée d’activité physique, de camaraderie et de célébration pour tous !

CARTES MENTALES EN CLASSE DE 6E (YEAR 6)

Utiliser les cartes mentales à la fin d'une leçon : un outil puissant pour organiser et approfondir les apprentissages

En classe de 6e,  l’utilisation de cartes mentales est l'une des stratégies les plus efficaces et engageantes pour consolider les apprentissages en fin de leçon. Ces outils visuels aident les élèves à résumer et organiser les idées clés de manière structurée mais aussi créative. Dans notre école, les élèves de 6e sont devenus très à l’aise avec cette technique, qu’ils appliquent dans plusieurs disciplines, notamment le français, l’histoire et les sciences en classes bilingues.

Qu’est-ce qu’une carte mentale ?
 Une carte mentale est un schéma qui commence par une idée centrale, souvent placée au milieu de la page, et qui se ramifie en concepts, faits ou exemples associés. Elle reflète le fonctionnement du cerveau, reliant les idées par association, et représente visuellement la compréhension. On peut y intégrer des mots-clés, des couleurs, des dessins et des symboles pour rendre l’apprentissage plus mémorable.

Des exemples de cartes mentales réalisées en cours de sciences en classes bilingues (sur les types d’énergie) et en cours de français/histoire figurent ci-dessous :

Renforcement des Comportements Positifs

Qu'est-ce que le Renforcement des Comportements Positifs (PBL) ?

Le PBL signifie «Positive Behaviour for Learning ». Il s'agit d'une approche à l'échelle de l'école qui aide à créer un environnement sûr, favorable et positif où tous les élèves peuvent donner le meilleur d'eux-mêmes.

Au cœur de ce concept, il s'agit d'aider les écoles à :

• Être un lieu accueillant et positif pour l'apprentissage
• Enseigner aux élèves les comportements qui les aident à réussir à l'école
• Reconnaître et célébrer lorsque les élèves font de bons choix
• Soutenir les élèves dans l'apprentissage à partir de leurs erreurs
• Travailler ensemble avec les familles pour soutenir les enfants
  
  

Le renforcement des comportements positifs est basé sur la recherche et rassemble les enseignants, les élèves et les familles pour construire une culture scolaire qui soutient l'apprentissage et le bien-être. Il aide également les écoles à réduire l'intimidation en promouvant le respect, la sécurité et la responsabilité à travers des attentes claires et un soutien cohérent pour le comportement.

Pourquoi utiliser le renforcement des comportements positifs ?

• Il aide les enseignats à répondre aux comportements de manière équitable et cohérente
  
• Il aide tous les élèves à comprendre ce qui est attendu d'eux
  
• Le soutien est adapté pour répondre aux besoins individuels des élèves
  
  
  

Notre école est fière d'être une école qui utilise le renforcement des comportements positifs depuis plusieurs années. Une façon dont nous reconnaissons les comportements positifs est à travers nos jetons PBL, qui sont donnés aux élèves qui montrent qu'ils sont des apprennts respectueux, responsables, actifs et qui font de bons choix.

Nous encourageons les familles à discuter avec leurs enfants de ce que ces valeurs signifient à l'école et à la maison. Essayez de demander à votre enfant :

• Comment as-tu été respectueux ou responsable aujourd'hui ?
  
• Que signifie être un bon apprenant à la maison ?
  
• Comment pouvons-nous montrer la sécurité dans notre famille ou dans la communauté? 
  

En travaillant ensemble, nous pouvons aider les enfants à développer des habitudes positives fortes qui leur bénéficieront à l'école et ailleurs.

Événements à venir:

• 28 mai : Assemblées pour les classes de Grande Section à CE2 (K-3) et  CM1 à 6e (4-6)
  
• 30 mai : Journée « Fin mai, sans chapeau vous restez ! » et Journée Nationale des Abeilles
  
• 2 juin : Journée de la Réconciliation
  
• 9 juin : Jour férié pour l'anniversaire du Roi
  
• 17 juin : Olympiades d'Athlétisme

PE AND HEALTH NEWS

Wow, what a busy year it has been so far in the Physical Education and Health faculty. This year has seen some movement in our faculty staff with Mr Christopher Lemmer and Mrs Sue Heart joining our team. We farewelled Mr Scott Sherwin and Mr Simon Foxhill, who have both moved to new schools.

The following is a wrap up of all things Secondary PE, Health and school sport from term 1 and early term 2, and a look at what is still to come this term.

Physical and Health Education

All students have settled well into their PE classes for the semester. So far students have engaged in a variety of sports, kicking off with an Indigenous and Cultural Games unit. Most classes are finishing up their Health unit over the upcoming weeks. Health units for semester one are Food, nutrition, healthy people and healthy communities (year 7), Mental health and wellbeing (year 8) and Safety, Alcohol & other drugs (years 9 & 10).

Year 7 students are engaging in the Athletics unit and will be participating in a range of events for the first time which will include the javelin, triple jump, high jump, discus and other field and running events that they may have done in primary school.

Year 8 classes have commenced the Athletics Program this term. Students are participating in a variety of Track and Field events in preparation for the highly anticipated Athletics Carnival. So far, students have been focusing on Shot Put and Javelin, where they have been testing their strength and refining their technique. In the coming weeks, the program will expand to include events such as Long Jump, High Jump, Sprints, and Discus. These activities will be held in various designated areas around the school to provide authentic and practical learning experiences.

Mainstream Year 9/10 has returned with a focus on Athletics, as we look forward to our carnival. While some students attempting high jump and other field events for the first time, others are honing their skills and talents aiming for personal bests. I was impressed to see improved technique on every high jump last week. Discus and long jump are coming up next, along with 100m sprints on Thursday.

Each student in the Mainstream year 7, 8 and 9/10 classes are also working through a corresponding Athletics Booklet, which includes:

• Reflective questions to support the setting and achievement of individual goals
• Peer coaching tasks to help students develop each other's skills in chosen events
• Opportunities to reflect on and evaluate their progress over the course of the unit

Following athletics, students will engage in 2 various sporting units to finish off the semester.

Our Year 9/10 elective classes have been busy exploring the opportunities in their respective specialties.

Fitness for Life

The class have experienced a range of fitness- based lessons designed to develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment. This has included boxing for fitness, step aerobics and circuits using school equipment. The students have been refining strategies, demonstrating leadership and collaboration skills when working in groups or teams to devise their own small group routines. The class has also participated in different fitness testing to test their cardiovascular endurance, speed, strength, and agility. Fitness for Life students are now several lessons into implementing their gym programs at Club Lime Kingston and have used their knowledge of setting SMART goals, understanding basic training principals and understanding major muscle groups of the body.

Fitness for Boys

The class is now several lessons into implementing their gym programs at Club Lime Kingston. The students have demonstrated strong initiative and a genuine eagerness to deepen their understanding of key training principles. They are also conducting themselves with respect and maturity, actively learning about proper gym etiquette and adhering to established procedures.

In addition to their gym work, the students are currently undertaking their second round of fitness testing. This assessment will provide a valuable opportunity to measure progress in fitness, strength, and endurance over the past 10 weeks.

Sports Leadership

Our students have been working hard this semester, diving enthusiastically into the realm of sports coaching and officiating.

They assisted the Primary School students at our recent Swimming and Cross-Country Carnivals, with Sports Leadership students working in small groups to run the marshalling, time-keeping and novelty events ensuring that both days ran smoothly.

Coming up the Sports Leadership students will be assisting with the running of the ACT Under 12 Swimming Championships and the Telopea Primary Athletics Carnival.

Students will soon start planning and preparing some engaging coaching sessions for the Telopea Primary students – to be run on Friday afternoons.

STRIVE

Students have completed their personal development booklets, which focus on the core skills and values that make up the STRIVE program. They have also created action plans for their service projects, which they are actively working on. These projects are designed to benefit others while helping students develop their selflessness. 

Currently, we’re in the middle of a volleyball tournament, one of the team sports chosen through a vote by the students. Each team votes on the sports, and points are awarded to the winners. In addition, every Friday, students are introduced to a new team challenge that they must complete together to earn points for their team's overall tally. The most recent challenge was an archery competition.

Year 10 Outdoor Education enjoyed a 3-day coast camp in term 1 with the opportunity to put their Australian Snorkelling award to practice in the open water on the Far Scout Coast. They also enjoyed some surfing sessions, fishing and nigh games and challenges on the beach. The class is presently invested in some team building initiative games and they are loving the leadership opportunities, challenges and laughter it is bringing.

Year 9/10 Outdoor Education were challenged and tested on their 3-day hiking and camping trip to Birrigai. The 3 teams built their own shelters for one night, competed for food and rations, and had a yummy breakfast cooked for them as a reward for surviving the elements in their shelters. It was a challenging but rewarding experience for them all. The class earlier learned the finer skills in Mountain Biking around our school and the local area and are about to begin their Archery unit.

Women in Sport are planning their “Pay it Forward” Health assessment task which will soon be initiated in our school and local community – it’s an exciting opportunity for them to share positive experience and feelings with others to have a positive impact on one or more of the components of wellness and health. The girls have also enjoyed a variety of recreational activities and are looking forward to continuing their challenges and enjoyment around all things involving and active and healthy lifestyle.

Sports Carnivals

Finally, we were able to kick off our sporting carnival calendar for the year … which gives our House Captains the chance to lead and organise their house groups.

Congratulation to the 2025 Senior and Junior house captains and vice captains:

Senior

Junior

Secondary Swimming Carnival

Early term 1 we had our Secondary Swimming Carnival at Dickson – lots of competitors and lots of fun had by everyone. Beach Volleyball games and novelties were a hit with everyone. Congratulations to the following Age Champions

Thank you to Ms Ibbotson and Ms Parker for the excellent carnival – lots of students were participating and enjoying the races and novelties.

We had a team of over 30 students swim at the South Regional Competition, and then 15 qualify for ACT. No results from the ACT day yet – we will share them soon. Well done to all competitors.

Secondary Cross Country

We returned to Stromlo Forest Park this year for our annual Cross Country. Lots of competitors in our races, and it was great to see everyone our out and about in our 30min fun run. There was loads of colour, dancing to the awesome tunes provided by Mr Fruean, and fun to be had at the volleyball and tug-of-war novelties as well.

Thank you to Mr Fruean and Mr Favero for organising and leading a fabulously fun day.

Our congratulations to all students for their participation and particularly to those who were winners within their respective race groups.

Age Champions and race winners this year are as follows:

The regional Cross Country Carnival will be held at Stromlo Forest Park on Wednesday 28 May. The top 10 place getters of each age group receive automatic qualification. Qualifier names have been placed on the PE noticeboard and these students should have already received their permission forms to return in anticipation of this event. We wish the 120 qualifying students well.

The last of school carnivals, the Athletics carnival, will be held in Week 5, on May 27^th, at Woden Athletics Park (near The Canberra Hospital). It will no doubt be a chilly morning and students need to ensure they are rugged up and are warm. Students will come to school as normal at the start of the day and then be bused to and from the venue. We encourage all students to come dressed in their House colours, or PE uniform for the day. For our families and students new to the school, our Houses are as follows:

CAMPBELL Bandalugs (Red - Rosella) – Surnames A-D

FARRER Gang – Gangs (Blue – Black Cockatoo) – Surnames E-K

MOORE Ngarangs (Green - Emu) – Surnames L-R

THROSBY Wagara (Yellow - White Cockatoo) – Surnames S-Z

The carnival will include 100m, 200m, 400m, 800m, 1500m, relays, long jump, triple jump, shot put and discus. Students wanting to compete in high jump and javelin are able to do so at school in pre-carnival events which starts next week. Sign-up sheets for the at-school events are on the PE noticeboard and the schedule is in the daily notices. The cost of the carnival day will be $10 if you have not already paid online, and includes transport and the ground hire costs. Athletics Carnival permission notes have been sent home through contact group. Miss Bobbin and Mr Lemmer have been working very hard to coordinate all things Track and Field, and ensure the staff and students have the best day possible.

Thanks too, to the Hospitality classes and their teachers for their preparation of the superb refreshments at our swimming carnival for the teachers. It is a long busy day for teachers, and the constant provision on fine food and snacks is greatly appreciated.

House Mascot Murals

Excitingly, we have had our House Mascot murals installed around the school over the school holidays. If you get the chance – pop in and see them – or drive past the oval and primary playground – you can see them from the road.

School Sport

We started our 2025 SSACT competitions with ACT Tennis, sending a strong team of students along as part of the SSACT senior team trial day. All players came away with a great experience and we saw a couple of them appearing in the School Sport Australia 18 & Under Championships (which includes the Pizzey Cup and Aussie Cup tournaments) we held in Bendigo earlier this term – Tommy Camus and Jana Ayad were both selected in the starting team, with Sanjhanaa Thiyagu as a shadow, together with Alisha Kumar and Dylan Beeharry – both former Telopea Park School students. Sadly, due to injury, Tommy was unable to participate in the Championships.

Touch

 Our 7/8 and 9/10 boys and girls teams joined the South Touch Football day – they had a great day out – learning a lot about the fast paced game. We enjoy seeing our students try new sports, with their friends, representing our school with passion, energy and commitment. Congratulations to the year 7/8 girls team on coming runners-up. Unfortunately, they were not able to compete at the ACT finals day due to the class with our Cross Country Carnival. Well done all teams.

South Region Volleyball

Our 7/8 girls and two year 9/10 girls teams competed int eh South regional Championships last week. The 7/8 team were holding their own, winning the majority of their games and making it through to the semi finals. Our boys’ teams will play on Friday this week.

There are still some opportunities remaining for term 2 in which students can get involved with. Sign-up sheets are available on the PE Noticeboard for students to express their interest in trying out for Rugby 7’s, Futsal as well as to compete in the South Regional and ACT Cross Country. Students should keep an ear out for announcements of trials and meetings for these sports throughout the term.

In term 3 we have opportunities to represent the school in Soccer (Football), Netball, Athletics and Mountain Biking.

Year 7 IDU

Last term in the IDU A program we explored between the Design and HPE curriculum. We did this by integrating the design cycle, technologies use of Micro:bits and PE’s orienteering and navigation challenges. We had design challenges in groups to build drink bottle holders, marshmallow towers, and Micro:bit cases which they designed and built using recycled materials. Students learnt about how the stages of the MYP design cycle interrelate and the process of going between the stages. We then looked into orienteering and why people do it, and how to find your way using maps, compasses, and landmarks. Students completed various challenges to find different areas of the school and collect data. Students also created their own challenges and culminated in a scavenger hunt which they created their own clues for. When reflecting on the program students enjoyed how active they got to be and that they got to experience creative and practical design learning in a cooperative environment.

This term a new group of year 7s will engage with this course, and so far they’re diving in with great enthusiasm setting their sights high to create novel innovative designs.

SKI TRIPS

We have managed to lock in 3 one-day ski trips this year. We are excited that the students enjoy these days with their friends and peers and will hopefully be able to accommodate all students wanting to attend. The “Expression of Interest” was sent out to all students and families this week, and spots are filling up fast. We will finalise the dates for the year groups in the comping days, depending on the interest levels of the different year groups. Please check you email for the EOI – copies are available from the Front Office or PE staffroom. The dates booked are in term 3 – Friday 25 July (week 1), Friday 1^st August (week 2) and Friday 15^th July (week 3).

In order to meet our deadlines, the permission note, medical form and hire agreement, along with the final payment information will be distributed to all students soon – and will be due back by the end of week 7. If your child missed out on their EOI note, or is now keen to try skiing or snowboarding, please contact me on megan.taylor@ed.act.edu.au as soon as you can.

Finally, if you have any questions about your child’s participation and progress in PE and Health or Sport, please feel free to contact myself or your child’s PE teacher (their name is on the mid-semester report for email purposes).

Regards

Megan Taylor (Executive Teacher – PE, Health and Sport)

COMMUNITY NEWS

Parent Portal – Changes to ACT Digital Account ID requirements

The ID requirements for accessing Parent Portal have changed to make it easier to register your account.

If you have had trouble signing up to Parent Portal because of the ID requirements, we invite you to try again.

To access Parent Portal, you need to verify your identity via the ACT Digital Account. Previously you needed two forms of accepted ID and now you only need one.

To register, use the Parent Portal access link, Parent Portal access link, and create or log in to your ACT Digital Account.

Please contact the front office on 6142 3388 if you haven’t received an access key.

Christian Education in Schools

We are thrilled to launch a new Community Choir open to all ACT Public Schools staff and parents/carers! No prior singing experience or music reading skills are required, just a love of music and a willingness to have fun.

Rehearsals will be held at the Instrumental Music Program (IMP) – UC High School Kaleen, from 6:15 pm-7:00 pm on Mondays, starting Monday 16 June and running through to Monday 8 September (with a break for school holidays).

This year, the Community Choir will prepare repertoire to perform side by side with students at the Step into the Limelight Gala Showcase at the AIS Arena on Thursday 11 and Friday 12 September - an exciting opportunity to celebrate music and community spirit together on the big stage!

All ACT public schools’ staff, ESO, parents, and community members are warmly invited to join.

To sign up, complete ACT Public Schools Community Choir 2025 form or email joel.copeland@ed.act.edu.au for more information.

If schools can please share this information in their newsletters that would be greatly appreciated.

Come along, find your voice, and experience the joy of singing together!

P&C NEWS

Meetings – Telopea Park School Parents and Citizens Association

Here is the links to access the information :

Link to P&C facebook group:

https://www.facebook.com/search/topq=telopea%20park%20school%20parents%20and%20citizens%20association

Link to P&C page of website: https://telopeapnc.org.au/

Comité des Parents et Citoyens (P&C)

Meetings – Telopea Park School Parents and Citizens Association

Voici les liens pour accéder aux informations:

Link to P&C facebook group:

https://www.facebook.com/search/topq=telopea%20park%20school%20parents%20and%20citizens%20association

Link to P&C page of website: https://telopeapnc.org.au/

HOW TO SUPPORT YOUR SCHOOL WITHOUT DOING ANYTHING?COMMENT SOUTENIR VOTRE ÉCOLE SANS EFFORT ?

Rebel Sport – Nominate Telopea at the checkout or on your Rebel loyalty card. The school will earn credits to obtain sporting goods from your purchases. 

Désignez Telopea à la caisse ou sur votre carte de fidélité Rebel et l’école recevra des crédits envers des équipements de sport.

Athletes Foot – Canberra Centre – Nominate Telopea as your school when purchasing shoes or add Telopea to your loyalty program. School will receive $5 for each pair of shoes purchased.

Désignez Telopea à la caisse ou sur votre carte de fidélité et l’école recevra 5 $ pour chaque paire de chaussures que vous achetez.

2nd Hand Uniform Shop – Donate your old uniforms and shop at the 2nd hand uniform shop. All sales from the shop go directly to the P&C Committee. Items available include hats, jackets, summer dresses, skirts, shirts, blouses and polos of various sizes. Only $5 per piece of clothing. 

Opening Hours:

Tuesday: 9am - 9.30am

Friday: 9am - 9.30am  

Location: at the P&C storeroom

Faites don de vos vieux uniformes et achetez des uniformes d’occasion au magasin d’occasion. Toutes les ventes du magasin vont directement au Comité des Parents et Citoyens. On y trouve des chapeaux, pulls, robes d’été, jupes, et polos de tailles diverses. 5 $ par article.

Heures d’ouverture :

Mardi : 9 h – 9 h 30

Vendredi : 9 h – 9 h 30

Lieu : au local de stockage du P&C

CONTACTS

For contacting other staff members, please contact below: firstname.surname@ed.act.edu.au

Email: info@tps.act.edu.au

Ph: (02) 6142 3388

Other important emails

School Board Members 2024 (to be updated after the next board meeting)