Term 1 2022 Newsletter
- MOSS Acknowledgement of Country Recited by MOSS Students
- Message from our Principal - Wayne Wilkinson
- Some Holiday Things To Do
- From our Acting Head of Early Childhood Development Program (ECDP) - Katie Bartholomaeus
- From our Deputy Principal - Karen Walton
- From our Acting Deputy Principal - Christina Hamilton
- From our Guidance Officer - Steve Madden
- From our HPE Teacher - Nicky Champeaux
- From our Education Program Officer (EPO) - Kerrie Reid
- From A/B Hub
- From C/I Hub - C1
- From C/I Hub - C2
- From C/I Hub - I1
- From C/I Hub - I2
- From D/E Hub - D1
- From D/E Hub - D2
- From D/E Hub - E1 and E2
- From G Hub
- From J Hub - J1 and J3
- From J Hub - J2 and J4
- MyTime - What is MyTime?
- Education Queensland Calendar 2022
MOSS Acknowledgement of Country Recited by MOSS Students
Message from our Principal - Wayne Wilkinson
Dear parents and carers
We have all experienced a most disruptive and challenging start to this school year. We began with a two-week closure and the ongoing threat of increasing Covid cases. We were all hit with significant flooding rain and for some in our school community, the devasting loss of home and possessions. At the individual level many families have been required to isolate and support family members who have been unwell. From a staffing perspective our greatest challenges have been the past two weeks. We have had a number of staff test positive with more staff needing to isolate. This week Admin staff have been hit with Karen, Mike and Chrissy all needing to isolate and get well.
On top of these events there have been many concerning issues overseas and the connections of staff with family members in Russia has added a significant layer of coping concern for those directly impacted. As a school community I believe we have all done a great job of supporting each other. We have needed to quickly adjust to changes, to risk manage our perspectives and to accept that disruption to our plans and expectations is in fact the new norm.
I wish to congratulate all staff for their great work throughout this term. I hope this newsletter provides a moment or two for you to celebrate some of the many positive things that have been achieved this term at MOSS.
I wish all of school community members a safe holiday period. While I am certain that Term 2 will continue to provide us with challenges, I am also confident in our collective commitment and ability to make it work as smoothly as possible for all of us.
We look forward to welcoming students back for Term 2 on Tuesday 19th on April.
Regards Wayne
Some Holiday Things To Do
Here are some links for holiday ideas for the family.
From our Acting Head of Early Childhood Development Program (ECDP) - Katie Bartholomaeus
Term 1 2022 has been a term like no other we have experienced before. We had a delayed start, a flood and the ongoing impacts of the Covid 19 pandemic on staff and families. This season has taught us many lessons about change, flexibility, patience, kindness and most of all, teamwork. We welcomed 20 new children and families this term and it has been wonderful getting to know everyone.
The biggest change was in our programs, re-arranging students from their two half days to one full day. The adjustment period was tricky for us all but we have finally found our rhythm and continue to consolidate the routines. We surveyed our families and 45 parents responded. 43 families voted to keep the full day program for the remainder of 2022. Some of the feedback we received included:
• ‘My child gets to experience school in the full day model, against half day feels more like a playdate’
• ‘The full day helps my daughter get ready for Prep and helps me to be able to work for a decent block of time’
• “The full day frees up a whole day for therapy and family time’
• ‘The full day fits with the Kindy rhythm better and my feeling is that it gives my son more time to settle into the day and get involved in what he is doing’.
• ‘Less travel time, cheaper with fuel and better for working families’.
Despite all the changes and interruptions to the program, we continued to focus on providing engaging early intervention programs for our children. We hope you enjoy looking at the photos of the children doing what they do best – learning through play and exploration. Staff have been busy collaborating with families and writing Individual Education Plans (IEPs). We are looking forward to Term 2! Wishing all of our families a safe and happy school holiday.
From our Deputy Principal - Karen Walton
There are many things across any given school year that can be acknowledged and celebrated. I think if we all put our heads together, we would come up with quite a list. Mount Ommaney Special School has for many, many years, acknowledged the situation and challenges that are brought to individuals and families through the experience of living with epilepsy by supporting Epilepsy Qld in their awareness and fund raising activities. The last 3 years with Covid-19 have seen us manage Purple Day a bit differently, by not selling merchandise or cupcakes/muffins. However, staff and students continue to rally their enthusiasm for dressing up and offering sensory and other experiences around the colour purple. This Purple Day, our community raised around $170+ which goes to Epilepsy Qld to assist their work in research, individual support, family liason etc. A sincere thank you to all our families and staff who helped our students recognise the importance of this condition in the lives of so many in our community. Please see the photos further on in this newsletter!
From our Acting Deputy Principal - Christina Hamilton
Harmony Day was a timely reminder that we are all unique and awesome. The school celebrated the day by bringing to life the book “What Do You Do to Celebrate?” Classes were able to choose which country to celebrate, using the 13 countries from the book. A range of fun and creative activities were created by staff for each country. The fizzing fireworks in New York, Junkanoo parade in the Bahamas, hāngī in New Zealand and Luna New Year in China were some of the students’ favourite pages/activities.
Whilst this term has been challenging, it was great to be able to finish with a happy and fun celebration!
I wish all our families and staff a happy Easter.
Celebrating Harmony Day Together
From our Guidance Officer - Steve Madden
What is Positive Behaviour for Learning (PBL) at MOSS?
PBL is a system of practices, process and protocols to support student behaviour and makes MOSS a positive place to learn. It involves:
• Explicitly teaching students expected behaviours
• Managing the learning environment and positively correcting behavioural ‘mistakes’ (inappropriate behaviour)
• Acknowledging and rewarding student use of expected behaviours
• Collecting and analysing behaviour data as part of solving behaviour related problems
Over the last few years, members of the MOSS community have participated in a process contextualising the PBL framework for our school. This has involved reviewing, developing and trialling behaviour support practices, processes and protocols. We are now in the implementation phase.
Students are becoming aware of expected behaviours and staff are keenly acknowledging their use. This year we are focusing on explicitly teaching specific behaviours and how we respond to inappropriate behaviours.
Background
PBL is known internationally as Positive Behaviour Interventions and Support (PBIS). It is used widely amongst schools across the world. In 1998, the United States of America, Department of Education set up the Technical Assistance Center on Positive Behavioral Interventions and Supports. In partnerships with many universities across America and the world ‘PBIS.org’ technical centre has sought to engage with state education departments to promote and train school staff in the PBIS framework. Over the 25 years PBIS processes and practises have been extensively researched. By Oct 2018, over 26,000 schools were using this approach the student behaviour.
The PBL framework is built on four foundational assumptions and nine core principles.
Assumptions
1. Human behaviour
2. The relationship between behaviour & education
3. A continuum of positive support
4. Sustainability and durability
Principals
| 1. Embeddin in science (research validated practices and interventions) | 2. Procedure driven practice |
| 3. Evidence based decision making | 4. Prevention first |
| 5. Priority on instruction | 6. Active collaboration |
| 7. Natural implementers | 8. Responsive to context and culture |
| 9. Implementation fidelity |
Assumptions about human behaviour
1. All behaviour has a purpose/function
2. Most behaviour is learned through observation or trial & error. Behaviour tends to be repeated, if it successful in achieving its purpose
3. Behaviour has a communicative feature
4. Behaviour is influenced and or triggered by a wide range of factors from the environment and social context. In particular it is how the person perceives / misperceives the factor that causes a behaviour.
5. Most problematic behaviour is triggered by a factor that causes a person to experience stress, threat or pain. A factor that triggers a behaviour for one person, does not necessarily do so for another person.
6. Ultimately, the only behaviour we can control is our own, but we can influence the behaviour of others through environmental management and active support and encouragement that enables/empowers them to make the best choice they can.
From our HPE Teacher - Nicky Champeaux
At MOSS, we made National Ride To School Day (Friday 25th March) inclusive for ALL our students with a Ride AT School Week 21-25th March. Across the week, we offered all modes of transport on wheels i.e. scooter boards, bikes, walkers, wheelchairs etc. This also fitted perfectly with the 2022 HPE curriculum expectation, which is all about ROLLING. A big thank you to our senior students who set up and manned a “shop” offering well-earned refreshments to students after their sessions. Everyone had fun moving around on different wheels, learning how to use the roundabout and pedestrian crossing and observing the road signs. Well done to one of our Year 6 students, who rode all the way from Kenmore shopping centre (about 7.5 kms) to school with his Dad on Friday.
From our Education Program Officer (EPO) - Kerrie Reid
Wantok
We are excited to announce that we will soon be working collaboratively with ‘artists in residence’ from Mama Dojo, Sean Murphy and Alyson Joyce and in partnership with Open Theatre (UK) for a week long drama and dance workshop. This amazing opportunity for students in our Junior and Senior Secondary years will see them participate in a non-verbal theatrical experience based on the colour, songs and symbolism of Papua New Guinea and Australian bird life. Check out the artists and program at
Oz Bread Tags for Wheelchairs
Oz Bread Tags for Wheelchairs is an Australian organisation that collects bread tags and recycles them locally, raising money to buy wheelchairs for disadvantaged people, mainly in South Africa. A recent collaboration with Wheelchairs for Kids (Western Australia) has seen this initiative grow further with more wheelchairs being funded in other countries across the world. Not only does this initiative support a valuable service for those in need, it also helps to protect our environment by keeping plastic out of our waterways and landfill. MOSS will be collecting bread tags to deliver to our local major collection point so please keep your bread tags aside and bring them into the office. For more information please contact Kerrie (EPO).
The MOSS Oppy Shoppy
Mark your calendars - the MOSS Oppy Shoppy will be opening in Term 2 in Weeks 2, 4, 6 and 8!!! Confirmation of day and times to follow.
Purple for Epilepsy 2022
Each year staff and students at MOSS support ‘Purple for Epilepsy Day’ and this year was no different!! On Friday the 25th of March, the school was a sea of purple with hats, tutus, feather boas and bunny ears being worn by many across the campus. Purple Day not only raises awareness of epilepsy but raises valuable funds that go towards supporting those affected by epilepsy. Thanks everyone for your kind and generous support with the school raising over $170!!
From A/B Hub
What a crazy start to 2022! Despite our disrupted beginning, the students have settled into their new classrooms and routines, building friendships and working on their communication skills. We have been blown away with the resilience of the students during this interesting time and beginning of the year!
In English, students have enjoyed exploring class texts about Aboriginal and Torres Strait Islander themes and authors, such as ‘Our Home, Our Heartbeat’ and ‘How the Birds Got Their Colours.’ We have engaged in sensory literacy activities, integrating visual art and using our AAC devices to select topics/pictures to write about. A highlight for the students this term has been the use of BlueBots (coding robots), during our mathematics sessions focusing on positional language. In HASS, we have explored maps of familiar places in our school and special places in our country, with students enjoying visiting the sensory room, library and multi-purpose room space for HPE lessons.
This term we also acknowledged Harmony Day, Bike Week and Purple Day for Epilepsy. Students enjoyed a change in uniform for these special days, dressed in lovely bright colours and engaging in HUB based sensory play activities.
It has been wonderful to see the progress that students have made this term, both in their communication skills and engagement in curriculum based activities. We are very much looking forward to (hopefully a less disrupted) Term 2! The AB Hub team wishes you a safe and restful holiday break.
From C/I Hub - C1
C1 have enjoyed learning new routines and strategies for self-managing emotions. They have loved sharing their thoughts about lots of exciting books including a special Harmony Day book, which they listened to with the rest of their peers. We have been learning about making respectful and safe choices and how to be our best across the learning day. We have particularly loved our Art, obstacle course and spelling sessions, mostly because we get opportunities to experience success. We love embracing our unique voices. Throughout all of the rain and illnesses we’ve worked as a great team.”
From C/I Hub - C2
This term in C2, students have been developing lovely and respectful friendships. We’ve spent the term getting to know each other and what we like to do together and independently. Students have found common interests in Lego, trains, trucks and cars, as well as in shared games.
Students have also discovered a mutual love of the cooking process. C2 students have enjoyed discussing important dates and special occasions and we’ve made different goodies for the various dates that students and staff have identified as important.
Students have spent time exploring positional language and direction through participating in obstacle courses and directing one another around the classroom, playgrounds and school.
Visual Arts, Drama and HPE are taught by our specialist teachers. The students enjoy each lesson and love showing off their talents and skills in these areas, especially when playing soccer.
Even after such a disruptive and challenging term, the C2 students have shown amazing resilience and respect for themselves, their peers and their teachers. Bring on (a hopefully less disruptive) Term 2!
From C/I Hub - I1
This term has been an eventful one in I1. The boys were wonderful in adapting to all the changes due to floods, covid etc (no fires yet, touch wood). This term the focus has been on getting to know each other and settling into a routine. We had lots of fun celebrating St Patrick's day, the MOSS Ride at school week and exploring various Indigenous and Torres Strait Islander texts. We are all looking forward to an uninterrupted Term 2. Margaret and I would like to thank all of our parents (of the students, and ours too) for all of your support over a very trying time.
From C/I Hub - I2
Term 1 has been a successful term considering all the disruptions with covid and the floods. I2’s main focus this term has been around establishing routines and expectations, along with the very necessary, establishment of relationships between staff and students alike.
I2 students are becoming very familiar with the Zones of Regulation, our preferred program for teaching students to independently manage their emotions. We are starting to see students think about and act on ways to help themselves move from feeling unsettled or dysregulated to more regulated and calm for better participation (and learning).
The students' daily routines have been steadily becoming more settled and automatic. Transitions to activities outside of our Hub are also much smoother, with regular routines of HPE on a Monday at the MP hall, library on a Thursday and water games on Friday for the whole Hub.
We are starting to see friendships develop between students from other classes within our Hub and as a result, we have been able to combine some classes together on a semi-regular basis, such as our obstacle course, drama and art and storytime. Harmony Day was a fabulous example of all the students within our Hub sitting together outside listening to a story that went for half an hour. Students were so relaxed and attentive. With the cooler months coming up, we will be able to participate in many more outside learning opportunities. This is a favourite time within our Hub and it is a greater way to further develop relationships between students from different classes.
Curriculum wise, we have been introducing and exploring the following units:
English – retell a familiar story and give an opinion about a story
Maths – positional language such as on top, under, behind, etc.
HASS – special places and what features that make up that special place
Health – to create a picture book about a day in their life
From D/E Hub - D1
The students in D1 have enjoyed settling in to their new classroom and getting to know their classmates. They have had a busy term exploring a range of texts incorporating indigenous stories, places in our world and positional language. Students have been writing about their favourite characters or places within a story using a variety of alternative pencils including magnetic letters, alphabet charts and keyboards. During numeracy activities, the students are enjoying learning about positional language, especially in, out, on and under using obstacle courses, concrete objects and the interactive whiteboard. They have especially enjoyed cooking lessons, weekly sessions in the sensory room and library. Choosing number songs and using HelpKidzLearn on the IWB are popular activities for the class. It has been lovely to see the children in D1 forming special friendships and becoming more confident using their voices, both verbal and when using the classroom visuals and PODD. Overall, D1 has had a fantastic start to 2022, despite the interruptions of Covid and floods.
From D/E Hub - D2
D2 students have settled in very well and despite some disruptions into the new school term, our students have shown enthusiasm and a readiness to learn! They have developed new friendships within the class and across the block. There have been many wonderful moments where students showed excellent social play skills in waiting, turn taking, sharing and listening to instructions during interactions at break times. In mathematics, our students explored positional language through play, obstacle course and interactive programs on the smartboard. They enacted the story, ‘We’re Going On A Bear Hunt’ with simulated grass, river, mud, forest and snowstorm as they learnt the concepts of ‘through’, ‘over’, ‘up’ and ‘under’. They have had fun navigating a bee-bot to its destination by following directional arrows of ‘forward’, ‘backward’, ‘right’ and ‘left’. Students have also used their communication systems to express their likes, dislikes and opinions when reading texts on culture, country, people and places in literacy and HASS. Well, it’s definitely ALL work and ALL play in D2!
From D/E Hub - E1 and E2
This term E1 and E2 have been working on their flexibility, adaptability and resilience. We started the term as one class and split into two classes, with some new students joining us. The focus this term has been on communication skills, social skills and play skills. We used a variety of Australian books such as ‘I Love Me!’ by Sally Morgan, ‘My Country’ by Ezekiel Kwaymullina and Sally Morgan, and ‘Wombat Stew’ by Marcia Vaughn to practise our opinions (I like it… I don’t like it… I think it’s…) and as a stimulus for sensory, art, HASS, maths and gross motor activities. The students have loved joining in the hands-on activities while building their skills in communicating with each other and staff alike. It has been wonderful to see so many new friendships forming and moments of lovely imaginative play. We have had hair salons, dolls' houses, day care centres, restaurants, zoos, doctors, and vets all running from E Block. It has been a great term and we look forward to (hopefully) a more settled time next term.
From G Hub
It’s been a rollercoaster of a start to the school year, but even with the delayed start and floods our students have always arrived at school full of smiles and lots of energy.
Term 1 is always a big term for our students in G Hub. We spend the term focusing on building relationships and becoming familiar with routines and school expectations.
Our G Hub students have settled into school routines wonderfully and have been eager to participate in a range of activities such as reading stories, learning about letters and numbers, imaginative play, water play and sensory/messy play activities. Our students have also spent time learning to transition safely to other areas within the school such as the playground, gym, library and sensory room.
Although our first term has been a little bit different and with some disruptions, we are looking forward to a great Term 2 together. See you after the holidays.
G1 Gallery
G2 Gallery
G3 Gallery
G4 Gallery
From J Hub - J1 and J3
J1 and J3 have been working together to have lots of fun during Term 1.
J3 has been learning about different cultures during literacy activities. This term we explored the celebration of Chinese New Year and Australian Indigenous cultures through music, stories and related activities. We made a Chinese Dragon and had a great time dancing and we found our voice while “singing the earth’s song” into a microphone. We also explored the colourful Caribbean festival of Junkanoo on Harmony Day. What a great term!
J1 has been having lots of fun with activities that provide opportunities to use positional language. We have explored both our built and natural environments and orientated ourselves using language, movement and play. Getting messy, playing games and finding space to appreciate the wonderful world we live in has been invigorating this term. Happy holidays J1.
J1 Gallery
J3 Gallery
From J Hub - J2 and J4
J2 and J4 have been doing daily inter-programming based on students' interests as well as their grade level. They have been working hard in both the Op Shop and the hospitality kitchen.
The Op Shop and hospitality program gives students the opportunity to further develop their communication skills and to work on their curriculum (Year 9 and 10), QCIA and Certificate I learning goals, (Year 11 & Y12).
When working in the Op Shop, students have prepped for opening by sorting clothes, books, shoes, games, etc, putting clothes on hangers, learning to fold, separate clothes for washing and create signs and advertisements for the day. When the Op Shop is open to the public, students help with money, putting bags in clothes, greeting, keeping the shelves tidy, customer service and packing away at the end. Opening days are a really great opportunity for students to engage with members of the community and practise the ‘social norms’ they may need as they transition into post school life.
When working in the kitchen, students participated in an induction which focused on how to work safely in a hospitality style kitchen. Each session begins with students following the hygiene procedures by washing their hands and putting on personal protective equipment, (PPE), including gloves, hairnets, aprons and uniform shirts. This term the focus has been on learning how to safely operate simple hand held and countertop equipment, and the importance of following hygiene protocols.
In preparation for Curlew Café service, students worked in pairs and followed a basic recipe to make hob nob biscuits to serve alongside coffees to members of the public. During café service, students greeted customers, noted their order on a visual order form and placed the order on the counter.
Café service provides students with an authentic hospitality experience and allows them to demonstrate their communication skills and develop their confidence when communicating with unfamiliar people.
Hospitality
MyTime - What is MyTime?
