Term 3 Week 5 2025

From the Principal

Dear Mapleton families,

I would like to sincerely thank our students and families for such a warm welcome and a wonderful start to the term. It has been a joy to see the enthusiasm, kindness, and school spirit that make our community so special.

The first half of the term has been incredibly busy with new units of learning and additional events adding to our experiences:

• Year 5/6 Camp at Tuchekoi – our students flourished in the hills during this experience coordinated by Ms Moore, Ms Ward and Mrs Frawley. The teachers have already started mapping the adventure for 2026.
• Nambour District Athletics – congratulations to our athletes that represented the school with pride. We have multiple students heading off to the next phase of competition….best of luck!
• Incursion – Our Prep and Year 2 students thrived when becoming scientists exploring push and pull toys and materials.
• Year 6 Ekka adventure– well done to Ms Ward and her band of helpers for offering our students this unique experience. I’m sure the crowds and noise were all worth it once you made it to the Show Bag stalls.

Learning, assessment & reporting

Upcoming Parent Teacher Interviews

We are rapidly approaching the end of the term and halfway mark of the semester. At the back end of Term Three our teachers will make themselves available for Parent/teacher interviews. These provide a great opportunity for families to connect with your child’s teacher and to gain some insight into their learning.

When I attend interviews for my kids, I stick to some pretty easy questions to get some context about how they’re travelling;

1. What are they learning?
2. How are they going?
3. What is missing in their learning?
4. What can I do to help at home?
5. Can you tell me about their learning behaviours and social connections…..

This gives me a quick insight into how my kids are progressing and some ideas about how, as a family, we can help.

Keep an eye out for the links sent out in SZapp in week 7.

The Mapleton Way

I’m starting to become more familiar with the Mapleton Way and talking to our kids about what this looks like in action each day at school. I’d like to highlight a few points I’ve been discussing with the students on parade and during day-to-day interactions;

• Care for Learning – Be punctual, right place at the right time. Most of our classes commence literacy blocks targeting reading, writing and spelling at 9am during prime learning time. Being on time to school benefits not only students but teachers in minimising interruptions.
• Care for yourself – Use positive and Respectful Language. My mantra is to always speak to people in the way you wish to be spoken to. If you give kindness, you will receive kindness.
• Care for Others – Resolve Conflicts Peacefully. The Mapleton ‘five’ gives us guidance on what to do in tricky situations and when to let an adult come and help out.

As a school, it is very clear how much the community values the traditions and expectations that are highlighted in the Mapleton Way. Over the remainder of the year, we will continue to revisit different parts of the plan to ensure we are all making the most of each and every day.

Dates for your diary (second half of Term 3)

We look forward to all these wonderful events as we continue to watch our little people grow and thrive at Mapleton SS.

If you have any questions or need assistance, please contact the office or your child’s teacher.

Warm regards,

Brendan Baillie

Curriculum Corner

Reading

At Mapleton State School, reading is taught across all learning areas of the Australian Curriculum using evidence-informed teaching practices.

Decodable texts are used to support beginning and struggling readers to master the code before they transition to independently reading curriculum texts and high-quality literature known as authentic texts. Authentic texts are an essential component for growth in language and content knowledge.

Research indicates that students learn to read by engaging with a combination of these texts. As students develop automaticity in knowledge of the phonic code and using decoding skills, a wider range of text selections are introduced.

While combining various instructional approaches is ideal for reading success, shared reading at home is an excellent way to support and reinforce reading comprehension.

How can I help my child at home?

Shared reading describes the interaction that occurs between an adult and a child when reading or looking at a book. Although one of the most obvious and engaging features of storybooks is their illustrations, they also provide children with access to a world of sights, sounds, and words that may be quite different from what they experience in their homes, communities, and schools.

Reading aloud with your child builds language development so that by the time children have mastered letter-sound correspondences and can read increasingly complex texts themselves, they will have the language skills to understand what they read. Having strong oral language skills sets the foundations for children to build strong literacy skills.

Reading authentic texts aloud to your child allows them to continue to hear stories, information and written language they may not yet be able to read themselves.

What does shared reading look like?

An important aspect of shared reading is the conversation that occurs between the adult and child during the reading. Pausing while reading and taking the time to discuss details in the story can support your child’s oral language development. The conversation might focus on the storyline, such as characters or where the story takes place; it may focus on similar experiences the child has had to those that happened in the book; it may focus on specific words; aspects of print; or concepts that are new to the child. When you read aloud to your child, they hear and learn lots of new and sophisticated words and sentences they may not hear or use in everyday talk.

What books should be used for shared reading?

In the early years of reading instruction, children engage with different books for different purposes. They need to read decodable texts to develop their word reading skills and they need to read and hear authentic texts to develop strong oral language skills. Authentic texts include picture books, storybooks, information texts and any reading material the child enjoys.

When children are first learning to read, the books they will read independently are designed to improve their ability to decode (decodable texts). For most children, the language used in these books will be far simpler than the language they already understand and use.

Virtually all children’s books are appropriate for shared reading, but the best books will have rich, detailed pictures, and are interesting to the child. Remember, the purpose of shared reading is to stimulate rich talk between the adult and child, not for the child to be able to read the text themselves.

Prep News

This week the Preps participated in a science incursion about "Mysterious Materials". They explored a variety of objects and the materials they were made from. The children investigated the properties of the different materials and then used them to plan and make their own a "thingamabob"! It was a wonderful day and the children were excited to share their creations with their families at the end.

Year 1 News

Year 1 are currently learning about procedures in English. Our task is to preform a spoken recount of a procedure (rules of a game), to share an opinion with a reason and to persuade the audience to  play our chosen game. I am blown away by the amazing learning these students are showing me.

Throughout our math lessons we have been learning about 2D and 3D shapes and their attributes, as well as some mathematical modelling involving ‘groups of’. Check in with your child to see how they can show equal groups of 2’s, 5’s and 10’s. They are fabulous learners!

In Science we have been observing the sky and the landscape and learning how the weather can change what we observe. We have had some great wonderings and interesting discussions about our planet and how it contributes to the changes over time.

Emotions have been a focus during the first few weeks of our Visual Art Unit. We have been viewing, discussing and creating colours, lines and portraits that show emotions.

We have also been very busy in digital technology lessons learning how to log on with our username and password, as well as using PowerPoint to represent our understanding of hardware, software, digital systems and information systems. Soon, we will use our knowledge of directions to program Bee Bots to follow our chosen path. Year 1 are excited for this opportunity to program!

Thank you for your support throughout the year.

Ms Bentley

Year 2 News

Science

In Year 2 Science, we’ve been exploring the forces of push and pull. Last week, students enjoyed a full day of hands-on experiments focused on these concepts. It was a fantastic experience, and I’m sure many students have shared their creations with you at home. More exciting experiments are on the way as we wrap up this unit!

English

We’ve been busy crafting persuasive texts for our spoken presentations. Students are learning to use persuasive structures, strong modal verbs, and complex sentences. After writing, they record their presentations and receive feedback on their pitch, tone, pace, and body language.

This week, our writing focused on persuading others why our class should visit the sustainable Mapleton Falls Farm. We’re thrilled that the Johnson family has kindly invited us to visit the farm for a morning in a couple of weeks. Today, Florence gave us a sneak peek of some of the stunning produce—carrots, golf ball-sized carrots, and juicy citrus—which we were lucky enough to sample. It tasted as good as it looked… actually, even better!

Visual Arts

In Visual Arts, we’ve been exploring colour theory, emotion, and expression. Students have enjoyed painting self-portraits, shading with charcoal, and sketching with pencils. It’s been a wonderful way to express creativity and learn new techniques.

Mathematics

In Maths, we’ve been describing the features of shapes and representing multiplication strategies. Soon, we’ll be diving into measurement and fractions, including halves, quarters, and eighths.

Friendly Reminders

Our classroom doors open at 8:45 AM, giving students the opportunity to transition smoothly and start their day feeling confident, settled, and ready to learn. Thank you for your ongoing commitment to setting your child up for success and for supporting a focused, interruption-free environment for all students.

Upcoming Excursions

This term, we’re excited to visit Falls Farm, and next term we’ll be heading to the Nambour Historical Museum. Permission slips and payment information for both excursions have been sent home together to give families plenty of notice. Thank you for returning these promptly and for your continued support!

Have Fun

Jackie Shillig

Year 3 News

Welcome Stella and Lilly.  We are enjoying having you in our class.

In English this term we are expressing a preference and opinions about our favourite activity.  We are working on clearly articulating our reasons with supporting evidence and were lucky enough to have Mrs Page return for a quick visit and share with us her favourite activity – Pottery.

Has your child asked you to help them learn the 3x and 4x tables? If not, we will!  Can you please weave them into your commute to school, your dinner conversation or any way you like?

Our assessment this term: “Uses mathematical modelling to solve practical problems involving single-digit multiplication and division, recalling multiplication facts for threes and fours, and using a range of strategies.”

Multiplication facts are building blocks for many higher-level math concepts. Mastering them early makes learning more complex topics like fractions, algebra, and calculus easier. 

In Visual Arts we are using ‘Found Objects’ to create art.  A note will come home soon with more details and also a request for help on Friday 29^th August when we will be creating our masterpieces with the year 4 cohort!

Over the past few weeks in HASS, we've been exploring Aboriginal and Torres Strait Islander connections to Country and place across Australia. Students have enjoyed reading and viewing a series of local Aboriginal stories by author Kerry Neill. Inspired by these, they created their own stories using traditional Aboriginal symbols. It has been a wonderful way to connect with culture and storytelling."

We’d love for you to pop into our classroom and explore our learning walls! Let your child take the lead as the teacher and share what they’ve been learning this term, you might be surprised by how much they have to tell you!

Thank you for having your child ready to learn each day. We appreciate your support.   

Sarah and Fiona

Year 5 News

🌿 Grade 5 – Busy Brains, Big Adventures! 🌟

From hands-on maths challenges to persuasive speeches, camp adventures, and preparations for the Kids in Action Conference, Grade 5 have been on a roll! Whether it’s measuring the classroom, conquering a giant swing, or planning creative ways to share their environmental messages, our students are showing teamwork, resilience, and plenty of enthusiasm.

In maths, we have been exploring 3D shapes, perimeter, and area. Students particularly enjoyed the hands-on activities, measuring a variety of objects around the classroom—and even measuring themselves! These practical tasks helped bring our learning to life and gave students the chance to apply their knowledge in fun and creative ways.

In English, our persuasive speeches are moving along well. We have been recording our voices and receiving plenty of constructive feedback to help us improve. Students are growing in confidence and expression with every practice.

One of our biggest highlights recently was camp—and wow, what an experience! The venue at Tuchekoi was everything we could have hoped for. Students embraced every challenge, rising to the occasion and giving their best effort. It was wonderful to see so many moments of encouragement, teamwork, and inclusivity, with students helping and supporting one another. Camp was truly a super-positive experience, and I would like to say a big thank you to Mrs Frawley and Miss Ward for their help, guidance, and care throughout.

We are also excited that Kids in Action is nearly here (September 17th and 18th). We have started working collaboratively in groups, with each group choosing an environmental topic and deciding how to deliver their message at the Kids in Action Conference. This event is a fantastic opportunity for students to share their voices about the environment and how we can look after it. Organised by the Sunshine Coast Council and the University of the Sunshine Coast, the conference brings together many schools from across the coast and Brisbane, along with the Mayor, media, and environmental groups. Over the next four weeks, we will be creating videos and displays for the big day. I can’t wait to see what the students create—after all, the whole idea is Kids Teaching Kids! 

Michelle Moore

Year 6 News

In Week 3, Grade 6 students headed off to camp at Tuchekoi for three days of outdoor fun and personal growth. Whether they were soaring through the air on the Leap of Faith, finding rhythm in the drumming circle, paddling across the dam in canoes, or sharpening their aim in archery, every student stepped outside their comfort zone and embraced new challenges. The camp was a fantastic opportunity to build resilience, teamwork, and unforgettable memories.

This term in English, students have been exploring the art of persuasive speeches. They’ve been learning how to use emotive language, rhetorical questions, and strong arguments to express their opinions on local community issues. Soon, they’ll be stepping in front of the green screen to record their very own persuasive video logs.

In Science, students have been investigating dramatic weather events that shape our planet. From cyclones to earthquakes and tsunamis, they’ve explored how these natural forces can change the Earth’s surface.

Our Health unit has focused on making healthy drink choices. Students have been comparing popular drinks, learning to read nutrition labels, and discovering the benefits of water and other healthy options.

In Digital Technology, Grade 6 are diving into the world of computer systems and networks. They’ve been exploring how devices connect and communicate, and they’re beginning their journey into coding.

School Notices

Community Notices

Approximately 1.3 million people die each year as a result of road traffic crashes. Between 20 and 50 million people suffer non-fatal injuries, with many incurring a disability as a result of their injury. Road traffic injuries are the leading cause of death for children and young adults aged 5–29 years. The main reason behind these road accidents is not following or knowing traffic and road safety rules.

Trafficquiz.com is a free-to use website developed with the aim of spreading awareness regarding traffic rules and road safety rules. Through trafficquiz.com, students can learn and test their knowledge about traffic and road safety rules in an entertaining way, i.e., by playing quizzes. Teachers and parents can also use trafficquiz.com regularly to refresh their knowledge about traffic, road safety, and child safety rules. School bus drivers can also regularly use it to learn and be conscious about following traffic rules. The benefit of being online is that trafficquiz.com can be used anytime, anywhere, on any device.

The links are as follows:

1. For Age group (5 to 9 years):

 https://trafficquiz.com/road-safety-quiz-junior-level-1/

1. For Age group (10 to 15 years):

https://trafficquiz.com/road-safety-quiz-secondary-level-1/

1. For Parents (Child safety quizzes):

https://trafficquiz.com/child-safety-quiz-for-parents-level-1/

1. For Parents and Teachers (Traffic & road safety rules quizzes):

https://trafficquiz.com/road-safety-quiz-for-adults-level-1/

1. For Drivers and support staff:

https://trafficquiz.com/road-safety-quiz-for-adults-level-1/

1. Road Signs quiz

 Why is it necessary?

• About three-quarters (73%) of all road traffic deaths occur among young males under the age of 25. 
• More than half of all road traffic deaths are among vulnerable road users: pedestrians, cyclists, and motorcyclists.
• Road traffic injuries cause considerable economic losses to individuals, their families, and to nations.