Junior School Bulletin

It has been wonderful to settle into the rhythm of learning this week following a particularly busy period of events. Please find below the key messages for the week. 

Keeping Our Community Healthy

As we move through the term, we would like to take this opportunity to remind families of our shared responsibility in keeping our school community safe and healthy. 

When the College is notified of a confirmed illness, we follow Queensland Health guidelines. For illnesses such as Influenza A and COVID‑19, students are required to remain at home while unwell and until symptoms have fully resolved. This includes being fever‑free for at least 24 hours without the use of fever‑reducing medication and being well enough to participate fully in school activities. 

Managing illness in a school setting relies on strong partnerships between home and school. We ask families to please keep children at home while they are unwell or potentially contagious, and to notify the College if a diagnosis is confirmed. These simple but important steps help protect the wellbeing of students, staff and families across our community. Thank you for your continued support in maintaining a safe and healthy learning environment for all. 

Playground Access

Morning Arrival and Supervision 

Teachers are on duty from 8:00am. We ask families to be mindful of the associated risks involved in leaving children at school prior to this time. 

• If arriving before 8:25am, students may drop their bags outside classrooms, put their hats on, and proceed to the Amphitheatre, P&F Playground, or Leopard Terrace. 

• The Treetops Playground and the oval are strictly out of bounds before and after school. 

• The Learning Resource Centre (LRC) is open from 7:30am, with staff supervision available for students arriving early. No Junior School students should be left unattended before 7:30am. 

• A bell will ring at 8:25am, signalling the start of the school day. Students should then line up outside their classrooms to wait for their teacher. 

• The Prep outdoor area and veranda areas are out of bounds before school, except in inclement weather. 

• The Pre‑Prep classroom opens at 8:30am each day. A parent or carer must remain with their Pre‑Prep child until this time. 

After School 

At the end of the school day, duty of care is handed back to families. While we appreciate that delays can occur, the College’s preference is that pick‑up times are adhered to wherever possible. 

If you remain on campus with your child after school, please note that families are fully responsible for their supervision. The Treetops Playground and Main Oval remain out of bounds. OSHC uses the P&F Playground after school, and we ask families to please respect this space from 3:45pm. 

Chapel

Chapel services for Prep to Year 2 are held each Wednesday during Flexi-time 12:20pm to 12:50pm. Years 3 to 6 Chapel service is moving to Tuesday from next week, again during Flexi-time 12:20pm to 12:50pm.

Parent-Teacher Conferences

Pre‑Prep to Year 6 Parent–Teacher Conferences commence Tuesday 17 March to Thursday 19 March. Parent–Teacher Conferences will be held before school on each of these days (new this year), as well as after school, with one evening session included. 

Further information, including booking instructions and specific timings for each class, will be emailed shortly. 

Supporting English Language Development in our EAL/D Students

In our Junior School, we are proud to welcome students who bring diverse languages, cultures, and perspectives to our community. Children learning English as an Additional Language or Dialect (EAL/D) enrich our classrooms with new ways of thinking and interacting. As educators, our role is to ensure these students develop strong English proficiency, confidence across the curriculum, and the social and emotional wellbeing that allows them to thrive. 

The Foundations of English Language Development 

Research shows that early language education is a powerful catalyst for cognitive development and supports long‑term academic success. Children learning more than one language demonstrate enhanced problem‑solving, memory, and critical‑thinking skills. These cognitive advantages help EAL/D learners adapt to new academic content and build proficiency more efficiently over time. During the primary years, children’s brains remain highly receptive to language learning. This neuroplasticity allows EAL/D students to rapidly acquire vocabulary, grammar, and communication skills - particularly when they are immersed in rich, meaningful language experiences across subjects.  

Building Confidence Across the Curriculum 

Supporting EAL/D students goes far beyond vocabulary lists or isolated language programs. True proficiency grows when children have opportunities to use English purposefully within authentic learning contexts such as science investigations, literacy workshops, mathematical reasoning, and collaborative group tasks. Studies on multilingual learners highlight that cross‑curricular exposure strengthens metalinguistic awareness - the ability to understand how language works - which in turn accelerates English literacy development. Additionally, multilingualism has been shown to provide cognitive and social‑emotional benefits that reinforce learning motivation and engagement across subjects. In practice, this means our teachers intentionally weave language goals into every lesson, providing: 

• Explicit language modelling 
• Scaffolded sentence structures 
• Visual supports and hands‑on materials 
• Structured talk opportunities 
• Feedback focused on language growth 

This integrated approach ensures that EAL/D learners build academic English while developing confidence to participate fully in every learning area. 

The Importance of Social and Emotional Support 

Language learning does not occur in isolation; it is deeply tied to a child’s sense of belonging, safety, and emotional wellbeing. Research consistently affirms that social and emotional development is inseparable from cognitive growth and academic success. For EAL/D students, navigating a new language can be both exciting and challenging. Feelings of uncertainty, frustration, or social hesitation are common. High‑quality social‑emotional learning (SEL) programs have been shown to strengthen positive relationships, improve classroom engagement, and cultivate resilience - benefits that are especially significant for multilingual learners adjusting to a new linguistic and cultural environment.  In Junior School, we support EAL/D students socially and emotionally through: 

• Peer‑buddy systems to foster friendships and belonging 
• Explicit teaching of emotional vocabulary, enabling students to communicate feelings even as their English develops 
• Predictable routines that provide security and reduce cognitive load 
• Celebration of cultural identity, reinforcing pride and confidence 
• Teacher‑student relationships built on trust and encouragement 

These strategies help students feel safe to take risks in language learning, make mistakes, and grow. 

Partnering With Families 

Families play an essential role in language development. Maintaining and celebrating a child’s home language strengthens overall cognitive growth, keeps cultural connections strong, and supports English learning. Encouraging children to talk, read, play, and think in their first language builds linguistic foundations that transfer into English skills. Regular communication between school and home ensures we understand each child’s strengths, experiences, and needs. Together, we can create the consistent, supportive environment that nurtures confident multilingual learners. 

Supporting Every Child’s Journey 

Every EAL/D student brings unique gifts to our school. Through intentional language instruction, cross‑curricular support, and a strong commitment to social‑emotional wellbeing, we ensure that these learners not only develop English proficiency but also flourish as confident, capable, and connected members of our community. 

This year in the Junior School, as well as our core classroom teachers who provide support and targeted instruction throughout the day, we have two specialist EALD teachers – Sra Mansilla for students in Prep to Year 1 cmansilla@clayfield.qld.edu.au and Ms Li for students in Years 2 to 6 cli@clayfield.qld.edu.au. We also have a new EALD Teacher Aide, Miss Moore, who works in classrooms across the Junior Years. Please reach out to these teachers if you have any questions regarding our EAL/D program. 

'Excellent Start' Parent Workshop

Pre-Prep to Year 2 – Week 6, Tuesday 3 March 

In Week 6, on Tuesday 3 March at 8:45am in the Lower LRC, Pre-Prep to Year 2 parents are invited to come and learn about our Excellent Start in the early years at Clayfield College.  At this workshop you will learn how to support our programs in Reading, Writing, Spelling and Numeracy, by assisting in the classroom and at home.  You will find out how to ask comprehension questions following reading, what are reading strategies, ways to practise spelling words, developing ideas in writing, any why number sense is important. 

Please register your attendance via juniorschool@clayfield.qld.edu.au and include the event name in the subject line and please mention your child’s name and class in the email. 

Student Leadership Shining Bright

Our House Captains led with pride and enthusiasm at last week’s Swimming Carnival, setting a wonderful tone for the day. Their spirit, encouragement, and genuine care for their housemates shone brightly, creating an uplifting atmosphere for all students. 

At this week’s assembly, our Junior School Captains also introduced their 2026 theme: 'Many Voices, Better Choices.' Their focus is on empowering the many voices within our school and reminding us that we achieve more when we work together. They also launched several exciting initiatives, including the Clean Up Clayfield Race, Sportsperson of the Term, Fun Sport Fridays, and a new Student Collegian publication. With this energy and spark, it promises to be a vibrant year of student‑led action, and I look forward to sharing their initiatives as they come to life. 

NAPLAN Update

This week, NAP Lockdown Browsers were installed on student devices, and families will have received an email if IT were unable to complete this task. Next week, students will participate in an OMNIBUS practice test so they can become familiar with the question style, the environment, and the technology. Please ensure devices come to school fully charged each day with wired headphones. This preparation aims to help students feel confident, ready, and empowered for the assessments. If you have any questions or queries around NAPLAN, please reach out to lcoote@clayfield.qld.edu.au 

Character Builders Visit

Next Monday 23 February, our Year 6 students will take part in a full‑day Leadership Incursion with the Character Builders team. The program is designed to empower students through connection, initiative, and teamwork. Throughout the day, students will explore leadership through character and learn that leadership grows from action, integrity, and collaboration. With practical activities and guided reflection, students will build confidence and develop the courage to step up, the humility to step back, and the empathy to support others. It promises to be an inspiring experience for our young leaders. 

Come and Try Squad

Date: Thursday 26 February

Time: 3:30 to 4:30pm

Clayfield College students in Years 3 to 6 are invited to come and try the Clayfield Swimming Junior Squad on Thursday 26 February from 3:30pm to 4:30pm with new Head Coach, Daniel Blackborrow. Daniel joins us with an impressive background across school sport as well as holding a Gold Swimming Accreditation – the highest level of coaching accreditation in Australia.

Swim year-round, build speed and endurance and be competition - ready for our 2027 Intra-School carnivals!

Lighthouse Learning Management System

This year we officially launched our new Learning Management System, Lighthouse, across the Junior and Senior Schools. Lighthouse (Schoolbox) is a modern, intuitive platform that enables teachers to manage their classes in ways that are both practical and visually engaging.

Following the significant professional learning undertaken by academic staff in 2025, it has been incredibly encouraging to see such high levels of engagement with the platform from both teachers and students.

The collective effort of our teachers has resulted in the following impressive milestones:

• 532 Class Pages created (main channel for communication between teachers and students) 
• 188 Course Pages created (central information hub where all units of study are organised) 

• 562 Unit Pages created (this is where all resources are stored).

   

These pages now serve as the central hub for lesson resources, homework, assessment information and class communication. Our next goal is to welcome parents into Lighthouse later this year. This will allow families to view class information and homework tasks, strengthening the partnership between school and home.

AI at Clayfield College

In 2025, we delivered AI workshops to all Senior School students. In 2026, we will aim to provide updated workshops to students in Years 7 to 12, and where relevant, at appropriate year levels in the Junior School. 

These sessions will explore the rapid developments in AI and its impact on education. Our priority at Clayfield College is to educate students on how to use AI effectively, ethically and responsibly, while also understanding the potential risks and limitations of these tools.

Staff across both Junior and Senior Schools have continued to engage with expert speakers and professional learning opportunities focused on integrating AI to enhance student learning. During Professional Development Days at the beginning of this term, all teaching staff completed an Artificial Intelligence course with Dr Sweeney from AI HerWay. This professional learning allowed us to explore the latest developments in educational AI and reflect on best practice within our contemporary classroom context.

As a reminder, Clayfield College uses Microsoft Copilot within our secure school ecosystem, which is carefully safeguarded and monitored by our Information Technologies Team. External AI platforms, such as ChatGPT, have a minimum age requirement of 13+ and require parental permission. For this reason, we encourage students to use Microsoft Copilot while at school.

EdTech Applications and BYOT

To support student learning across Junior and Senior Schools, Clayfield College subscribes to a range of high-quality educational applications, including:

• Atomi – curriculum-aligned lessons and activities supporting revision and independent learning (Years 7 to 12)
• Sora – a digital eBook and audiobook library providing accessible reading for all students (Prep to Year 12)
• ClickView – curriculum-aligned educational video content that enriches classroom learning (Prep to Year 12)
• SmartLab – Literacy and Numeracy Diagnostics (Years 6 to 12) 

• Canva – a creative design platform enabling students to develop visual presentations and project work (Years 5 to 12)

   

As part of our BYOT program, students are expected to bring their laptops fully charged each day. We have noticed an increase in students arriving with uncharged devices, which disrupts learning time.

We also encourage students to minimise laptop use during break times. This supports healthy screen habits and helps preserve battery life for classroom learning.

We kindly ask families to assist by ensuring devices are charged and ready for learning each morning. Thank you for your continued support.