Reddam ELS Lindfield Newsletter Friday 24th November Dear Families and caregivers, Respecting the children is at the heart of our Reggio Emilia inspired school where our teacher’s are partners in each child’s learning. We integrate our philosophy alongside the Australian National Quality Standards and the Early Years Learning Framework (EYLF) as we unpack concepts of supporting our community in times of need, respect and ‘giving back’ through positive role modelling, collaborative conversations and our involvement in the local community. This term, I have observed our children delving deeper into actively exploring emotions through Storytelling, small group discussions and role play as we foster a greater awareness of those around us. Our highly qualified team of teacher’s provide the children with a strong foundation of respect, empathy and kindness to guide the children’s understanding of equality and compassion for those around them. The potential learning outcomes are limitless when scaffolding young children’s awareness of belonging to a community and we see this through our children proudly wearing their uniform, confidently
communicating with their peers with respect and engaging in open ended experiences to determine their own pathway of learning alongside their teacher’s. As the end of the year draws close, we reflect on those around us who are less fortunate than ourselves and need a helping hand. We have chosen to support the Salvation Army this year by facilitating a food and gift drive. Christmas is a time of joy for many families – for those doing it tough, it can be heartbreaking and isolating. The Salvation Army provides tens of thousands of food hampers and over 250 000 toys and gifts each year to families in need. Gift suggestions: https://www.salvationarmy.org.au/scribe/sites/auesalvos/files/Christmas2023/Food-GiftDrive/Christmas_2023_-_Gift_Drive_Guidelines.jpg Food suggestions: https://www.salvationarmy.org.au/scribe/sites/auesalvos/files/Christmas2023/Food-GiftDrive/Christmas_2023_-_Food_Drive_Guidelines.jpg An area will be set up outside the front reception area where you and your children can drop off food items and/or gifts if you would like to. This is a wonderful opportunity to facilitate conversations with our children both at school and at home in a safe and secure environment to inspire our participation as active citizens and contributors to our local community. Together, we can give back to our community this Christmas.
Have a lovely weekend ahead.
Lara Wilson Principal
Friday 24th November 2023
Principals Message by Lara Wilson
1 - “Quote"
Stage 1R “Creativity becomes more visible when adults try to be more attentive to the cognitive process of children t han to the results they archive in various fields of doing and understanding” Loris Malaguzzi.
Dear 1R Families, Children feel safe and secure when they know what to expect in their routine. Throughout the whole week we have been working on simplifying into smaller steps to establish a routine. When we include learning in our routine; we will empower children to learn and grow. It builds their self confidence, self control and communication skills. Children will also become active participants in their own learning which is driven by themselves. We have observed the most wonderful growth over the week as the children engaged in furthering their transition skills such as hand washing, self serving meals, assisting on trips to bring the trolley to our room and setting up learning spaces of interest together. up space together. When we started, Cigdem, Nika, Mary and myself were scaffolding the children throughout this experience. However, throughout the week, the children developed their skills with enthusiasm and it was lovely to see such engagement with their environment. We are now working on emerging hand washing and self serve skills. A lovely way to bridge the transition from home to school in the mornings is for the children to pack away their bag and bottles upon arrival which has worked particularly well in ensuring a sense of belonging for each and every child in 1R. It has been raining all week! This has not stopped 1R from working on their fundamental movement skills where we have been focusing largely on throwing and catching. We also introduced the children to different concepts such as bean bag throwing, kicking and parachute experiences on the deck area and the shaded outdoor learning space. Reggio Emilia inspired approaches promote creativity for each child as we view each child an an unique individual. Hence, the children will be encourage to decide how they work on their artwork. You might
have observed the children's Christmas artwork and how this varies from one child to another. Through verbal and non verbal communication, the children have shown their teacher's the colours and materials they would like to use for their creative experience. This week, the children have worked on the same artwork using different materials for them to explore and extend their creativity. We are looking forward to see all at the end of year party - please RSVP if you have not done so already. Have a lovely weekend. Shirley, Nika and Cigdem
Stage 1E “Education is not the filling of a pail, but the lighting of a fire." (William Butler Yeats)
Dear Families, Throughout this week's exploration of "through the magnifying glass," our young learners delved into a world of discovery. Using magnifying glasses, they closely observed real plants, identified colours, and even explored the sensory aspects of this exploration, with Jake noting that a plant smelled like ice cream! The children engaged in problem-solving experiences differentiating between small and large and extended their learning through a captivating book about magnifying glass adventures. The exploration continued with a focus on natural elements, including bark, mulch, and flowers, fostering creativity and sensory exploration. A bug hunt led by Miss Xanthe took the children outdoors, where they discovered ants, flowers, and the wonders of the school grounds. The week culminated in an exciting worm observation, complete with an experiment feeding them a variety of fruit. Artistic expression took centre stage on Friday, with string painting allowing each child to showcase their unique creativity through the use of a different medium. The week's experiences showcased not only the scientific aspects of magnifying glasses but also the joy of exploration and creativity among our curious young minds. Throughout the week's exploration, the children actively engaged in multi-sensory learning experiences that facilitated the development of their observational skills, scientific curiosity, and understanding of the natural world. The use of the magnifying glass encouraged them to closely examine plants, insects, and worms, fostering a sense of wonder and discovery. These experiences align with the Early Years Learning Framework (EYLF) learning outcomes by promoting a strong sense of identity through the children's hands-on investigations and reflections on their findings. Additionally, the experiences support the development of a confident and involved learner as the children actively participated in problem-
solving and critical thinking during the bug hunt and worm observations. The emphasis on exploration in the natural environment also contributes to a sense of well-being and connections with the world, aligning with the EYLF's holistic approach to early childhood education. To extend on this weeks explorations, we will be introducing simple science experiments, such as exploring how different materials react under a magnifying glass or observing changes in plant growth which will deepen the children's understanding. Creating a nature-inspired art project such as leaf rubbings or flower pressing, can provide a creative outlet while reinforcing their knowledge of natural elements. Collaborative experiences, such as a group projects to build a mini garden or insect habitat will encourage teamwork and social development. These extended experiences would not only complement the week's learning but also provide diverse and enriching experiences that align with the children's emerging interests in the natural world. We look forward to continuing this exciting journey of exploration and discovery with your little ones over the coming week.
Best regards, Nat, May, Xanthe, Resie and Jaycel
Stage 2R “Education is not the filling of a pail, but the lighting of a fire.” William Butler Yeats
Dear Families, Over the past 7 weeks, 2R have been encouraged to further their understanding that every culture has its own traditions, beliefs, and values to guide them to treat each other with respect and dignity from an early age. This week, we travelled to England. Throughout the week, the children were offered a variety of learning experiences to learn more about the English culture and their interesting facts and beliefs. We realised that the London Zoo was the first zoo in the world, the London Eye is the world's largest Ferris wheel and London's famous red buses weren't always red which we thought was funny. Surprisingly London is a forest. Our England pompom trays filled with colours related to the Union Jack flag were great for colour recognition and sorting! Our English flag slime helped us experiment and mix different combinations and
2R's play was full of art and science. Moreover, children were encouraged to create an English rose garden using flowers and magic sand and were inspired by the beautiful rose gardens they created. 2R children enjoyed another cooking experience once more as we made British Scones and realised that it was one of the easiest recipes to cook. With a little jam on them, we thought that they tasted the best in the world! It's entirely natural for children to observe and comment on differences between themselves and other children. As adults to demonstrate acceptance of cultural diversity for children and to frame it as a strength, we role model for the children appropriate practices. By fostering respect for cultural diversity, we guided the 2R children to develop a strong sense of identity, explore their cultural background, develop an appreciation for cultures other than their own, learn and respect differences and recognise similarities that we all share. We hope you all have a lovely weekend. Miss Vivian, Miss Connie and Miss Fatima.
Stage 2E “Each child is supported to regulate their behaviours, respond appropriately to the behaviour of others, and communicate effectively to resolve conflicts.” (Australian Children’s Education and Care Quality Authority)
Dear Families, Children strengthen their understanding of concepts through cooperative opportunities such as group time discussions to identify a range of their own feelings and others’ feelings, recognise the consequences of their actions with others, react to others and think of altruistic alternatives to resolve distressing situations. When cooperative groups function well, children learn socially responsible behaviours, receive feedback of their actions, respect one another, and they learn to care for others. This week’s focus was, ‘It’s okay to be UPSET’ in which we explored what it means to be upset and what calming strategies can be applied to deal with strong feelings. Learning about feelings and how to cope with negative feelings is a lifelong learning process where people have different perceptions of their
feelings and emotions. Instead of assigning the right answers/strategies to cope with anger, we asked open ended questions to elaborate on their feelings and extend their understanding of strong feelings through a range of stories and interactions. We read an Australian favourite story titled, The Very Cranky Bear by Nick Bland. This was a humorous, rhyming story with an important message of listening carefully to your friends' needs and thinking of problems from their point of view. The book approached negative emotions in an age-appropriate way, providing opportunities for children to discuss what makes them feel cranky. We also read, 'When I'm feeling angry' by Tracey Moroney, which further prompted children to reflect upon what anger might feel like, and how to help ourselves feel better when we're angry. What makes 2E children upset? - Charlie: "When Rosie (his dog) makes me angry." - Alex: "When I have to clean my toys in the room." - Oscar: "When someone kicks my sand castle." Miss Mia read "When I'm Feeling Angry", by Trace Moroney, it describes perfectly how our bodies feel when feeling angry. "When I'm feeling angry, I feel like there is a boiling hot volcano in my tummy that is about to EXPLODE! The lava represents our big emotions and when the volcano erupts it represents our big emotional through our expressions. This occurs when we don't know how to control how we are feeling. Linking big emotions to a volcano science experiment allowed the children to gain a clear understanding of what it feels like when we are experiencing the angry emotion. Miss Mia poured vinegar into a squeeze bottles and passed it around for the children to smell. Some said it smells yummy, other said yucky. The children took it in turns to squeeze a small amount each into the bottle. We paused each time to look at the chemical reaction. The children were amazed at the bubbles and seeing the mixture rise up to the top. When the volcano erupted the children squealed with delight. Learning about coping with anger promotes emotional regulation, problem-solving, and emotional wellbeing. Ms. Nikki invited the 2E children to the mat to explore some positive ways of handling anger. The children enthusiastically engaged in the discussion, actively sharing their thoughts and contributing ideas. Miss Nikki asked the children:” What can calm yourself down if you feel angry?” - Thomas: ”Shopping” - Alexandra: “I can make a happy face.” - Kaiden: ”Get cuddles” After the discussions, Ms. Nikki strengthened the learning by displaying some pictures and asking questions. The children worked together to sort the picture cards into two groups: "When I feel angry, I should..." and "When I feel angry, I shouldn't..." Have a wonderful weekend The 2E Team
Stage 3R "Children see magic because they look for it.” (Christopher Moore)
Dear Families, This week, children from 3R were busy writing letters to Santa and loved ones. We also focused on learning about environmental prints. The children have been reading Christmas books and are now able to look for the signs and symbols of Christmas. These signs, integral parts of environmental prints representing everyday life, encompass labels, logos, and various symbols. Reading signs is one of the literacy skills that the children can use to interpret and connect to make meaning. The teacher's have provided these specific experiences to enable the children to interpret and make meaning of the print. The children enjoyed making their own Christmas cards for Santa and loved ones. They drew pictures on the front, and in the middle, an educator supported them to write down their Christmas wishes. This was a lovely experience for the children to be a part of, and they were ready to put their letters in the postbox. We scaffolded the children's understanding of signs from Christmas to those they see every day. To make the concept tangible, the children were presented with pictures of warning signs typically found in their
school. The teacher's encouraged the children to identify the locations of these signs and explained their meanings. For instance, the first aid sign is green and shows the directions for people to find the first aid box. Felix: Is there a sign to find a band-aid for our friends? Kai: I can find it in the bathroom (pointing at the Caution Wet Floor Sign) Emily: The little green man is on the top (pointing at the exit sign) Hayden: One on the door (pointing at the door with the First Aid sign)
To extend the children’s learning from their school setting to the community, the teacher's showed some supermarket logos to the children and the question was asked, "What do we usually find at Woolworths?"
Sierra: We buy stuff. Sophie: We buy bags. Amelia C: Toys, lemons, and grapes. Rory: Apples. Brianne: Oranges. Felix: Chocolate.
When the teacher introduced the Coles logo, Ethan said, “it’s red.”
The following question was asked, "What colour is the Harris Farm logo?" Felix: Green and red. Rory: I went there before. Sierra: It’s in Lindfield!
In essence, with the focus on learning on environmental print and logo recognition, underscores the significance of literacy development in children. By associating signs with clear meanings, the children are sharpening their interpretative skills, a crucial part of literacy development (Learning Outcome 5). The children engaged in recognising and associating logos of supermarkets with specific products and colours. They extended their learning from the school setting to the community, demonstrating an understanding of environmental print in everyday life. Environmental prints play a crucial role in
promoting literacy development in children. They serve as a bridge between the child's everyday experiences and the written text.
Have a lovely weekend. The 3R Team
Stage 3E “The creation of something new is not accomplished by the intellect but by the play instinct” - (Carl Jung)
During Week 7, the children were able to revisit key features of the human body including organs, bones, and body parts by using the 3D model and observing each other's facial features. The children seemed to enjoy creating a visual representation of their own body by using sand and other loose part materials. Through literature and quality book reading sessions, the children were encouraged to observe and analyse different characters from picture books and also identify their characteristics and facial features. This allowed the children to recognise resemblances between various characters, and determine what similarities they have to humans, e.g. eyes, nose, mouth, ears etc. Throughout the week, the children also showed a lot of interest in cellophane and exploring the different ways it can be used. Through a science experiment with the teachers, the children were able to roll up cellophane with plastic wrap to create giant balls which later represented meteorites which are solid pieces of debris from an object which originates in outer space. This allowed the children to experiment
with size as they could feel the pretend versions of meteorites and begin to establish a connection with space, and the different matter that exists. The children were able to extend upon their learning and thinking by using play dough to create their own meteorites. This week the children have been super busy practicing for their end of year concert! They also have enjoyed engaging with their specialised classes where they have been able to practise and refine their skills in playing the piano, building upon their gross motor and fine motor skills, broadening their understanding of languages and the way in which we interact with each other, as well as engaging in yoga!
We hope you have a lovely weekend,
Warm regards, The 3E Team
Stage 4R "The Earth is what we all have in common.”- (Wendell Berry)
Welcome to this week's recap of our captivating learning journey centred around 'The Changing World'. We've had an eventful week filled with insightful activities, from exploring water conservation to discovering eco-friendly solutions for generating electricity. Here's a glimpse into our engaging week: Building upon last week's ocean-themed learning, we delved deeper into understanding the significance of water conservation. Led by Mrs. Fiona, the children enthusiastically shared and brainstormed ideas about conserving water. Their discussions revolved around storage methods and why saving water is pivotal, touching upon topics like farming, desalinisation, and groundwater. The depth of their awareness and insights into these critical aspects was truly inspiring. Putting our ideas into practice the following day, the children engaged in practical learning about water conservation. Divided into groups, they explored the sandpit, actively experimenting and creating methods to catch and store water. Using various materials like bags, foil, and pipes, they showcased remarkable creativity in designing ways to conserve water. Their focused engagement throughout this hands-on activity was commendable. During the middle of the week , our learning looked into the exploration of electricity generation's impact on the environment, we shifted focus to understanding eco-friendly alternatives. This idea of positive changes inspired us to learn about windmills as a sustainable energy source. The children participated in discussions, sharing their insights on wind, its applications, and the workings of windmills. Through practical experiments using scarves, they gained a deeper understanding of wind power and even identified suitable locations for potential school windmills. We concluded our week with an imaginative art session. The children were encouraged to visualise and draw their visions of the future world. Their drawings vividly depicted their understanding of essential practices like recycling and keeping waterways clean. One idea that emerged from our discussions was creating a world where trees grow abundantly, and we live in treehouses! We're thrilled to witness the children's active engagement and their developing awareness of environmental sustainability. Thank you for your continued support and involvement in their enriching learning journey. Warm regards, Miss Sarah and Mr Callum
Stage 4E “No act of kindness, no matter how small, is ever wasted.” – (Aesop)
Dear Families, Our discussion about transitioning to Big School continued in our classroom this week. The children voiced their concerns about having to remember to pack so many things in their school bags next year. To address this worry, we discussed ways to remember everything we need during our morning Affirmation Circle. Miss Lauren explained how our “self-help skills” are very important for Big School because they help us to be organised and do things for ourselves such as, packing our school bags or navigating the school campus. We went around the circle and the children thought of an item they had to remember to bring to big school each day, or something they had to try not to forget. The children then chose a coloured elephant to place in their treasure jars to correspond with the phrase “An elephant never forgets.” It's said this saying originated from people thinking that elephants have very good memories because they always remember which direction to walk in to find water and food. Our discussion encouraged the children to identify the self-help skills they will require next year, including packing their school bags, wearing their uniform, being on time, remembering directions, and special events. The children are starting to realise the importance of being independent and no longer relying on their parents and teachers they are more than capable of doing for themselves now.
What do I have to remember to bring to school OR not forget? “My water bottle.” - Seth “My lunchbox.” - Olivia “My backpack.” - Arielle “My homework pouch.” - Eden “I need to remember things I’ve already learnt, like numbers and letters.” - Allegra “When it’s Mufti Day (casual clothes day).” - Natalie “My blazer.” - Burhanuddin “Don’t get lost at school.” - Alexander We read a story called The Forgettery by Rachel Ip, which illustrated how Amelia and her Granny were both very forgetful. Granny forgot the marmalade for breakfast, while Amelia was constantly forgetting where she left her belongings. Sound familiar? They wandered upon a special place in the forest called “The Forgottery”, where forgotten things end up. Inside, the memory keepers showed them all the memories and belongings Amelia and Granny had forgotten over the years. They both chose some things to bring back with them, including the directions to get home. Amelia started making a scrapbook and took lots of photos of her and Granny, so they didn’t forget anymore special moments. After reading the story, our class wondered if we have a “Forgottery” at Reddam ELS Lindfield? Maybe there’s a special place where all our lost hats, hair clips, hair ties, small toys, and trinkets end up? To exercise our brains and test our memory, Miss Lauren invited the children to the group mat to play a game. She placed a tray in the middle of our circle, which had 8 small objects on it from around our classroom. Miss Lauren explained how the children had to take a photograph of the tray with their eyes and store it in their memory. She then covered the tray with a blanket and removed one of the items, revealing the objects that were left. The children were encouraged to identify which object was now missing from the tray. This process was repeated several times, with Miss Lauren adding more items and taking 2 and 3 items away at a time to make the game more challenging. They children enjoyed the anticipation of finding out which items were missing and helping each other to problem solve. During our memory game, the children’s cognitive development was supported as they used their photographic memory and visual recognition skills to recall each item. Playing memory games can help the children develop various brain functions including attention, concentration, and focus. We’ve been talking a lot about our friendships recently, and ways to maintain them through positive interactions. Miss Rebecca read the story The Paper Dolls by Julia Donaldson, that one the children kindly brought in for their Show and Tell. This inspired the children to make their own paper dolls to represent their friendships, and they learnt to fold and cut the paper to make the silhouette pattern. Each doll represented one of the children’s friends in our classroom, complete with facial features and our school uniform. We continued to have discussions about kindness, respect, and gratitude as we read more stories about appreciating the important things in life such as family and friends, rather than materialistic items. Our stories captivated the children's attention but also served as a powerful tool to
introduce and discuss the concept of gratitude. Through the characters in each story, the children were led to reflect on the importance of appreciating what they have and expressing thanks. What are we grateful for? “When Mummy and Daddy help me when I need them.” – Giselle “I am thankful for having a lot of friends.” - Allegra “Playing with my little brother.” – Ashton “That I will have new friends in Knox.” - Geroge “For going to Fiji on holiday.”- Alexander “My brother is nice to me.” - Sarah “That I am making new friends at Holy Family.” - Daniel Since our school's motto is "We shall give back", the teachers have been instilling the importance of kindness, and understanding how simple gestures can have a significant impact on others. We constructed a “kindness tree” using twigs from our playground and placed them a pot. Each child attached green paper leaves to represent various acts of kindness they had or would like to perform. The children witnessed the tree grow and flourish as they added leaves for every kind act of kindness they shared. How can we perform an act of kindness? “Give Mum and Dad a cuddle when they are sad.” - Caitlin “Watering plants to help Mum.”- Vivienne “Tidying up to help Mum.” - Seth “Giving food to a homeless guy.” - Burhanuddin “Share my toys with other children so they can play.” - Olivia “Take care of Mum and Dad when they get old.” - Lachlan “When Grandma was in the hospital, I gave her a cuddle.” - Ellia “Give homeless people money.” – Gabriel “I carry the shopping bags for Mom from the car.” - George “Building a beehive for the bees.” - Felix What beautiful comments from the children! The teachers will continue to support the children’s transition to kindergarten and their social-emotional well-being for the remainder of the term. *A reminder that our Stage 4E Graduation is on Wednesday 6th December, 9am-10am. We are looking forward to celebrating your children’s achievements and milestones with you, and the children are excited to showcase their musical talents.
Have a fabulous weekend!
Lauren, Rowel and Rebecca
Monday - Yoga
Dear Families, This week’s theme for our yoga was, ‘ Under the sea’. Incorporating the enchanting spirit of ‘movements reflecting the ocean and the animals that live in it’, we moved and stretched our bodies through a series of yoga postures including octopus pose stretching our backs, arms and legs along with boat pose. We spent some time talking about and practicing our magical breath with the magic breathing ball. We were reminded how our breath is like magic and how it can help us when we need it - helping to keep our mind and body feeling calm. We had lots of fun with ‘toga’, exercising our toes and focusing as we picked up pom poms mindfully with our toes. We rested our bodies in a corpse pose - savasana – looking up at the sky observing the colour and the surrounding environment as we listened to a calming meditation. We felt calm and relaxed at the end of our yoga class and we ended singing our special Karma Class chant.
Tuesday - Drama with Miss Chelsea Dear Families, This week’s drama lesson had a winter wonderland theme. In Stage 1 we spent some time looking at the different textures of props such as fluffy earmuffs and a soft silky scarf. Our little ones enthusiastically engaged in this experience, trying these pieces on and exploring the different ways they could wear/use them. We also looked at some of our soft toy animal friends that may live in cold places for example, a seal. We looked at the size and shape of the animal and practiced the actions and noises that correspond to them. In Stage 2, 3 and 4 we also we explored animals. We spent some time identifying where animals live, in cold Winter climates and then we began to embody them. We would spend some time moving around the room as one animal- how they walk, eat, sleep and what noises they make then we would go to sleep and wake up as another. The children really enjoyed this type of work and really engaged their bodies in the activities. Once we had explored a number of different animals we then moved into how we could interact with them as people. We practiced moving around the room as though it was an ice-skating rink. We thought about how we can glide, jump, spin, and the pace at which we did it just to name a few things. These are all important elements of drama for when you’re creating a character’s physical life. The older children also loved exploring the Winter wear props and dressing up. To finish off the lesson we practiced how we would communicate the extreme climate to an audience if we were in a show- shivering, our clothing etc. We then took this into an imaginative simulation of walking through a snow storm. All the children engaged in this brilliantly - Oscar had an amazing polar bear walk on all furs, Luna loved exploring and walking through the snowstorm and was very convincing in demonstrating a cold environment through physicality. Well done to all our Reddam Lindfield children!
Wednesday - Music with Mr Alan
Thursday - Playball with Coach Lauren We started our lesson today with the “helicopter game” where we all run around the court with outstretched arms we label as “spinners”. When Lauren blows her whistle, we stop and balance on one foot and “hover” just like a helicopter. We then try and hover on the other foot! We played the “forwards/backwards” game – ask your children how we all start dancing like crazy! Lauren is a real tricker! We placed a “hacky sack” (round beanbag ball) between our feet and tried to jump as high as we could. Then try and put a “hacky sack” between your knees and walk like a penguin. We were squealing with laughter! We put a hacky sack on our head and carefully tried to walk while balancing the crazy beanbag on our heads. Tricky....we need to keep our head very still while we move our legs! We all held a “hacky sack” and ran after Lauren trying to keep our beanbag on our heads.
We practiced our catching skills with Lauren who positioned us in a circle. Lauren stood in the middle of the circle and threw the ball to each of us without making any reference as to whom she was going to throw to. We certainly needed to focus and be ready at all times. Lauren taught us how to roll the ball along the ground – always remembering to place the ball on top of our shoes and push forwards along the ground. Lauren then placed a row of catching cups in front of us and we pretended that we were bowling and rolled our ball towards the catching cup trying to knock it down. We then practiced our rolling skills with a partner and tried to roll the ball through our partner’s legs. We use “cage hands” to stop the ball from going through our legs. Such a fun game for the children! Lauren
Friday - Mandarin with Miss Chloe
Thank you
2 - https://www.reddamels.com.au/our-schools/lindfield
To change how you receive these newsletters, update your preferences or unsubscribe to this list please contact enrol.lindfield@reddamels.com.au