24052012 - Ipswich Grammar School

Junior School Bulletin
24 May 2012
Contents
Family Fun Day..................... p 2
Student Awards...................... p 2
Triple P Program................... p 3
Year 6B Article....................... p 3
Celia Lashlie........................... p 5
Brisbane Roar Clinic............. p 6
Dear Parents,
From the Head of Junior School’s Desk
Single-Sex Education in the Junior School Years
One of the most common queries by prospective parents investigating schools for
their sons relates to the differences between coeducational institutions and single-sex
schooling. Upon closer inspection of the characteristics, behaviours and needs of boys
at an early age, it becomes very apparent that the academic, social and emotional
advantages for boys in an all-male environment such as Ipswich Grammar School far
outweigh the perceived socialisation benefits of a coeducational early childhood and
Primary school setting.
May
26 Warriors Day Football
28 Junior School Parent
Support Group meeting
The differences between boys and girls are many and, therefore, so are their learning
needs. These differences are naturally-occurring, physiological phenomena and traits
of the environment in which boys and girls live. Significant research in recent years
provides evidence that male and female brains differ significantly:
• The corpus callosum is proportionally larger in a female which allows the
hemispheres of her brain to communicate more efficiently, particularly at an
early age;
• The communication centre and emotional memory centre of the female brain
is larger and maintains greater neural density than the male brain;
• PET scans show the resting female brain is as active as the activated male brain.
June
1 Year 1 Fire Brigade Visit
4- Junior School Exam Week
8
6 UNSW Science Competition
7 Form Photos
11 Queen's Jubilee Holiday
13 Prep - Year 2 Out of the Box
Excursion
18 Junior School Parent
Support Group Meeting
19 Information Evening for
Prospective Parents
Helpful Links
◆ MyIpswichGrammar
◆ Tuckshop Menu
◆ Clothing Store Price List
◆ Transport/Bus Info
◆ Contact Us
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Due to these factors alone, boys at an early age are less mature than girls with far
less developed verbal skills and lower abilities to interact socially. However, they are
more physically active. Commencing school at approximately the same chronological
age, boys and girls need to have different academic points of commencement when in
the school environment to maximize their development. The average primary school
classroom heavily favours a language-based approach to learning. This necessitates
the use of specific strategies aimed to guide boys towards their learning goals since they
are less predestined to engage in a wholly language approach than girls and are not as
verbally skilled as girls at these early ages.
Boys commence their formal years of schooling at a predisposed disadvantage due to
these physiological factors. Similarly, though, the environment in which boys engage also
has the ability to affect boys’ literacy development in both positive and negative ways
through learned and adopted behaviours and attitudes. Societal messages, reinforced
frequently in the mass media and perpetuated in social groups and family settings, drive
boys to question their beliefs and understandings of what it means to be male:”It’s not
cool to be smart”;
• “Boys must be good at sport to receive positive recognition”;
• “Reading and learning are girl activities”;
• “Analysing and reflecting use feelings and real men don’t show their true
feelings”;
Too often females are responsible for the two-way communication in the household
(discussions) and the male role-model gives directions (one-way communication).
Mothers are relied upon to follow-up homework and home reading tasks whereas fathers
see their role as playing in the backyard, building things with their sons and taking them
to sport. Over time, this separation of tasks can stereotype boys’ understandings of what
is valued in males and their roles. Furthermore, boys are expected to “grow up” and “act
your age” compounding their conundrum to replicate the male roles and traits to which
they have been exposed. In order to break this stereotypical image, fathers must be
seen to read, write and value academic success. They must take an active interest in the
academic pursuits and progress of their sons.
Junior School: 3813 9630 - Absentees: 3813 9666 - Junior School Fax: 3280 1384 - BASC: 0439 077 650
sperrem@ipswichgrammar.com - dmacknish@ipswichgrammar.com - basc@ipswichgrammar.com

For centuries, society has expressed the expectation that true males are dominant over females. Where does this leave boys
when they enter the classroom with an automatic gap in literary exposure, literacy skills and the physiological wherewithal to
make the necessary gains to match the girls academically? Fail to achieve better than the girls and these boys, having been
influenced by centuries of societal expectations, can lose confidence and feel that they are “less of a man”. Saving face, refusing
to try hard, choosing failure rather than becoming a failure... these all are options taken by boys in coeducational classrooms
around Australia. Boys’ schools remove this factor immediately. Comparatively, and strangely enough, boys thrive on competition
with each other and seek to outdo each other. This can be a decided advantage when their competitive natures are used to
assist their engagement in tasks rather than to isolate them due to the previously examined “fear of losing face” in front of the
girls when in coeducational settings.
Boys are inherently physical beings. Teaching and learning experiences must cater for boys’ needs to move, use all of their senses,
particularly that of touch, and to share their findings and discoveries verbally. At Ipswich Grammar School, boys are exposed
deliberately to a wide variety of teaching strategies ranging from sitting at desks and listening and interacting to dramatic acting
out, modelling and creative investigations. While many of the Junior School boys learn best when physically interacting with
their subject matter (eg modelling, hands-on activities), they still must have experience with the more abstract, less interactive
methods in order to enable them to deal appropriately with them when their learning structures and parameters change as
they grow older. However, boys engage more with their learning when they are able to “do” the investigations, “discover” the
knowledge, move around and use the physicality of their surrounding and the movement of their bodies to stimulate both the left
and right hemispheres of their brains. Hands-on activities and physical activity assist boys to thrive in their learning. Similarly,
boys like to own their learning, interacting more when there has been an element of choice incorporated within the context.
Factors most influencing boys’ engagement with their learning include:
• Connection with boys’ personal interests;
• Choice;
• Negotiation of elements of outcomes;
• Learning activities which utilise physical movement and construction;
• Appropriate humour;
• Individual interest from teachers and role models;
• Positive praise and reinforcement;
• Talking with boys instead of lecturing at them.
Boys require boundaries. Their sense of social justice is highly developed and they like to be clear about the expectations of
behaviour. This clear structure and understanding enables them to accept consequences should they stray beyond the classroom
expectations. However, they must be given opportunities to recognise the reasons for these rules to enable them to adopt these
rules wholeheartedly.
Finally, with the core needs of boys addressed in a safe and nurturing, all-male environment in which occasional failure is feted
as a necessary learning tool, the boys of Ipswich Grammar School are able to thrive and develop their understandings to meet
their potential. This surpasses any perceived minor physiological or socially-derived deficits which could occur if a boy interacted
solely within the one all-male community. However, the boys of Ipswich Grammar School are involved in many family-based
activities which broaden their experiences to a host of different communities during which it is plainly obvious that the all-male
educational environment is just one of the many social settings in which they interact, thus counteracting any possible arguments
in favour of coeducational schooling above the aforementioned benefits of single-sex educational institutions.
A growing body of research is showing what most parents of boys already know - that boys need the right kind of environment to
learn and develop to their full potential. Pastoral care that builds self-esteem, classroom activities that teach literacy, and learning
by seeing and doing, all boost learning outcomes for boys”
(Biddulph, 1997; Hawkes, 2001; Pollach, 1999 & 2000; Rowe, 2001).
Junior Warriors’ Day/ Family Fun Day
Saturday 26 May is set aside in the calendar as our Junior Warriors’ Day at the football. This is a day when we encourage as
many Junior School boys and families as possible to attend and join in the spirit and excitement. Mr Fancourt, the MIC Football
has arranged many activities and rides from 10am to keep the boys entertained prior to the big game in the afternoon. As usual,
we will paint our Junior School students' faces ready for the game. Understandably, there may be some clashes with other
commitments. However, we would still like to see a massive representation from the Junior School ready to support the First XI
at Brassall. Come for the entire time or just for a bit. Please see attached flyer.
Sincerely,
David Macknish
Head of Junior School
Upcoming Assemblies
Fri 25 May - Yr 3-6 Awards Assembly (8.40am in Literacy Centre)
Mon 28 May - Yr 4-12 Assembly (9.15am in Auditorium)
Fri 1 June - No Assembly
Junior School: 3813 9630 - Absentees: 3813 9666 - Junior School Fax: 3280 1384 - BASC: 0439 077 650
sperrem@ipswichgrammar.com - dmacknish@ipswichgrammar.com - basc@ipswichgrammar.com

Student Awards
Jack Fanshawe - consistent and outstanding behaviour and work ethic in class
Brandon Beckett - presenting informative poster about bushfires
Daniel Sellars - terrific work in Maths groups this week-a big effort to read and solve problems independently
Baxta Dickson - working very well in all group tasks this week!
Macauley Rapmund - a sensational effort to improve his writing this term. Keep up the great work
Austin Trevanion - using a wide vocabulary to enhance his sentence construction. I enjoy reading your writing
Matthew Dresselhaus - working very well to solve 3 and 4-digit addition and subtraction operations
Timothy Fitzgerald - working consistently well in all areas – you are a reliable member of 3C
500 reading award - Kadec MacKinney, Ryan Donnelly
1000 reading award - Jack Charman, Oliver Watson, Ryan Wakista, Macauley Rapmund, Jack Williams, Lachlan Hood
2000 reading award - Lushen Moodley
3000 reading award - Brian Wakista
7000 reading award - Oshi Edirisinghe
Leadership award - William Macknish, Cale Lewis, Andrew Cook, Mackenzie O’Donnell, James Yates, Harry Dobson,
William Kraschnefski, Alex Dobson, Theo Parrott, Ella Lewis
Does your child suffer asthma or eczema?
Every day thousands of Australian children suffer the effects of asthma and eczema, and families struggle
with illness management and children’s behavioural and emotional adjustment.
Positive Parenting for Healthy Living is an adaptation of the successful Triple P - Positive Parenting Program, offering practical
ideas and support for parents of children suffering asthma or eczema. This innovative group program is designed to help parents
manage their child’s illness, assist children in coping with their illness and emotions, and prevent and manage difficult child
behaviour.
Over the next few months and for a limited time only, parents of 3-10 year old children suffering asthma or eczema are able
to access Positive Parenting for Healthy Living Triple P free of charge as part of a University of Queensland research project.
Contact Amy Mitchell on (07) 3365 7305 or email healthyliving@uq.edu.au, or visit www.exp.psy.uq.edu.au/healthyliving for more
information.
Scientific Investigations with Year 6B
Year Six have been investigating the world of micro-organisms
as part of their Science studies.
Micro-organisms are tiny one-celled organisms, viruses, fungi
and bacteria which are found everywhere in the world. They are
found in all living things, plants and animals. There are more
micro-organisms on and inside your body than there are cells
that make up your entire body.
Last week, the students of 6B investigated yeast (a type of fungi) by participating in a series of experiments. The aim of the
experiment was to find out what happens when combinations of yeast, sugar and water are mixed in a bottle. Scientific teams
were determined with each group member fulfilling roles
such as team director, speaker and manager throughout the
experiment.
Observations by all groups reported that one of the four bottles
in particular, with the combination of water + yeast + sugar, had
the greatest reaction by inflating a rubber balloon to a greater
diameter. A before and after-shot can be seen below.
The boys of 6B were asked to make some conclusions and
anecdote their learning from this experiment on yeast. Some responses were as follows;
When yeast, sugar and water combine in a bottle they will be able to pop a balloon! (Connor Street, 6B) I’ve learnt that yeast
can only survive in a warm temperature and not when cold or boiling hot. Also, sugar helps yeast grow and yeast grows rapidly.
(Bayley George, 6B) I learnt that if yeast is too hot it will die and if it is too cold it will die. (Sancak Durmaz, 6B) I have concluded
that yeast grows faster with sugar. It also needs water to survive and grow, just like us! Also, the yeast feeds on the sugar,
therefore multiplying the cells. (Isaac Irons, 6B)
Junior School: 3813 9630 - Absentees: 3813 9666 - Junior School Fax: 3280 1384 - BASC: 0439 077 650
sperrem@ipswichgrammar.com - dmacknish@ipswichgrammar.com - basc@ipswichgrammar.com

FAMILY FUN DAY
Roary the mascot
Brisbane Roar Rapid Fire Field
Jumping castles
Supa slide
Mechanical surfboard
Supa swings
Free fairy floss
Free snow cones
Free face painting
Proudly sprte by
Saturday 26 May - 10:00 am to 2:00 pm - Brassall Sporting Fields, Pearse Drive
BRISBANE ROAR
HOLIDAY CLINIC
BRISBANE ROAR HOLIDAY CLINIC
Thursday 28 June - 9.00am to 2.00pm
Ipswich Grammar School Campus
Age Group: 6 - 12 yrs
Cost: $50 per child
See registration form for more details
IPSWICH GRAMMAR SCHOOL

Wednesday 22 August
6:30 pm
IGS Auditorium
$10 per person
Contact Administraon on 3813 9600 or email info@ipswichgrammar.com to reserve your ckets.
Payment can be made at the door on the night.
Junior School: 3813 9630 - Absentees: 3813 9666 - Junior School Fax: 3280 1384 - BASC: 0439 077 650
sperrem@ipswichgrammar.com - dmacknish@ipswichgrammar.com - basc@ipswichgrammar.com

BRISBANE ROAR
H LIDAY CLINIC
Join us for games, drills and holiday football
fun with Brisbane Roar and your mates.
Get in early to register for the Brisbane Roar
Holiday Clinic where you will learn lots about
the game and develop your skills even more
with the Roar while playing the best game
in the world! Football!
The Holiday Clinic Includes:
5 Hours of Football & Roar Inflatable Fields
Pauls Supporters Pack
Venue:
IPSWICH BOYS GRAMMAR ROAR CLINIC
DARLING STREET
IPSWICH
Dates:
Times:
Age:
Cost:
Thursday June 28th
9am - 2pm on Thursday
6 - 12 Years
$50 Per Child
Don’t forget to bring a snack,
waterbottle, sunscreen, a hat, and
running shoes or football boots!
For enquiries please contact Rozanne Burley
on 0448 136 986 or rap@brisbaneroar.com.au
Registration for:
IPSWICH BOYS GRAMMAR ROAR CLINIC
Your child’s details
Full Name:
Date of Birth:
Age:
Home Phone:
Mobile:
Email:
Address:
Medical Condition:
School Grade:
Postcode:
Emergency Contact Details
Name
Number
RETURN COMPLETED FORMS TO BRFC
Fax: 07 3009 0516
Email: rap@brisbaneroar.com.au
Post: Brisbane Roar FC, Locked Bag 10
Kelvin Grove BC 4059
Payment details
Credit Card
Mastercard
Card Number
Visa
/ / /
Expiry Date /
Signature
Credit Card payments will incur a 2% surcharge.
Cheque/Money Order
Please make payable to Brisbane Roar FC
and attach to this registration form.
Cheque No.
Amount
Parent/Guardian Disclaimer
I certify that my child enrolled hereon is in excellent health and may
participate in strenuous physical activities including soccer. I agree to
defend and hold Brisbane Roar FC, its servants, agents and/or employees
and contractors harmless from any and all claims for injuries that may
be sustained by my child during his or her participation in the camp.
Permission is hereby granted to Brisbane Roar FC to use pictures of the
participants in any promotional materials. Permission is granted for my
child to receive emergency medical treatment, if needed, and I certify
that there are no limits to my child’s participation except as stated in
writing and included with this application.
Acceptance
Parent/Guardian Name (please print):
Signature
Date