Lunchtime Clubs and Activities

For Term 3, we continue to offer a wide range of clubs and activities designed to engage and support our learners. With something on offer for everyone, we’re confident your child will find an activity that sparks their interest.

Please note that some clubs have updated times this term. Refer to the Club Overview Term 3 (V 22-8) for full details of what’s available. A few key changes to note:

• Self-Care is a new student-led club for 3 to 6s
• AFL jnr is a new club for Year 2 & 3s being run by Mrs Ridley with some more details below
• Dance –  don’t forget Dance is still running  - we have had a few Wednesdays off and it is back on!
• Lego Club has moved to Friday 1st break (previously Wednesday)
• Maker Space will now be held only on Tuesday 1st break – open to all year levels
• Conservation Club – now confirmed to be open to Year 1 to 6 learners

We encourage you to explore these options with your child and support them in trying something new. If they’re unsure about joining a club, we suggest they attend at least once—it might be just the right fit!

Clubs in the spotlight

Discover the Heart of Our School: The Library!

• Before School: Mon–Fri, 8:15–8:40 for Prep to 6 (Prep students welcome with a parent)
• Break Times: Mon–Fri, 1st & 2nd Breaks for Year 1 to 6

Looking for a vibrant, welcoming space to relax, connect, and explore? Look no further than our school library — the ultimate destination before school and during both breaks!

Every first break, we welcome an average of 40–50 students who come to enjoy a variety of activities. Whether you're teaming up for a board game, diving into a world of creativity with colouring-in, building in Minecraft, or simply curling up with a good book (my personal favourite!), there's something for everyone.

The library isn’t just a place for quiet reading — it’s a hub of fun, friendship, and imagination. Come and see what all the buzz is about!

Understanding ADHD: What Parents Need to Know

What is ADHD?
ADHD (Attention-Deficit/Hyperactivity Disorder) is a common neurodevelopmental condition. It’s linked to structural and chemical differences in the brain, which affect a set of skills called executive functions. These skills help us plan, stay organized, control impulses, manage emotions, and get tasks done — even when they’re boring or hard.

For children with ADHD, these skills develop more slowly (often around 30% behind their peers). This means they may struggle to follow instructions, manage emotions, or complete tasks, not because they’re lazy or naughty, but because their brains work differently.

One way to think about this is the idea of a “just get it done button.” Most of us, when faced with something we don’t want to do, can press this imaginary button and push ourselves through. For children with ADHD, that button doesn’t work the same way. Because of differences in brain development, they find it much harder to self-regulate — to control their thoughts, behaviour, and emotions in line with expectations. This lag in executive functioning is long-term, which is why many children with ADHD continue to experience challenges into adulthood.

Myths and Facts

• Myth: Kids with ADHD can’t pay attention.
  Fact: The challenge isn’t a lack of attention, but difficulty directing it to less interesting tasks. Many children with ADHD can actually hyperfocus on things they find rewarding.
• Myth: ADHD is just about hyperactivity.
  Fact: Some children show hyperactivity, but others present mainly with inattention — forgetfulness, distractibility, and difficulty with organization.
• Myth: Kids with ADHD are lazy or just need to try harder.
  Fact: ADHD isn’t about motivation or effort. Children with ADHD are often trying their hardest, but their brains make it harder to regulate attention. Telling a child with ADHD to “just focus” is like telling someone who’s nearsighted to “just see farther.”
• Myth: Kids will outgrow ADHD.
  Fact: While some symptoms may lessen with age, most children don’t simply grow out of ADHD. The condition often continues into adulthood, though it can look different over time — for example, hyperactivity may fade, while difficulties with organisation, focus, and planning often remain..

At School
In the classroom, ADHD often shows up as more than just being “distracted.” Difficulties with executive functioning can impact learning, organisation, social interactions, and even a child’s sense of time. These challenges are not always obvious, which is why understanding and support are so important.

Although originally created for teachers, the resource Explaining ADHD to Teachers (see attached) may also be helpful for parents. It highlights both the visible and hidden aspects of ADHD and provides valuable insight into the challenges children may face at school.

At Home
Parenting a child with ADHD can be more challenging, because the usual strategies that work for other children may not be effective. It often requires a shift in approach — guiding rather than controlling, staying compassionate and connected, and focusing on principles rather than rigid rules. Importantly, parents should remember that their child’s difficulties are not deliberate misbehaviour, but the result of genuine brain differences. Even with the right strategies, parenting a child with ADHD can be harder, and that’s not a reflection on you as a parent.

Want to Learn More?
Here are some helpful resources:

• Dr. Russell Barkley on Parenting Principles
• Thriving with ADHD: Minimising Meltdowns
• 30 Essentials About ADHD (Video)

Cartoons taken from Life With ADHD Illustrated In 24 Comics