The Punchbowl Press

As the busy term at PPS SaCC concludes we reflect on the activities that brought our community together and look forward to the opportunities Term 4 will bring. 

Step into Work: Nine women completed this course and received certificates. This course helped prepare participants to enter the workforce. 

Better Beginnings and Self-care: An afternoon program run by Prosper and Strong Families, supporting new families and children. Seven women completed the program which combined parenting strategies with self-care practices such as mindfulness, setting boundaries and relaxation. 

Safety Talk with Campsie Police Area Command: Multicultural Ethnic Officers Gandhi and Sina delivered a community safety session covering home, car, public area and neighbourhood watch safety. They later joined our story and singing time, creating a warm and welcoming atmosphere. 

Welcoming Event at Bankstown Library: Parents visited Bankstown Learning Centre as part of the city’s Welcoming Event, learning about Aussie slang, history and culture. They gained valuable insights into the First Peoples, the first settlers and Australian families. 

South Asian Community Day – Culture Connection and Support: Families from India, Bangladesh, Sri Lanka, Pakistan, Rohingya, Nepal and Bhutan gathered at Punchbowl Community Centre in traditional attire to celebrate their cultural heritage. They also joined a transcultural mindfulness program in their native languages, exploring strategies to pause, stop and apply mindfulness in daily life. 

1 2 3 Magic and Yoga - Continued across the term to support family wellbeing. 

As we move into Term 4 we are excited to continue offering playgroups and programs that support, connect and engage our families. 

Asenati Mareko  

SaCC Facilitator  

Stage 3 Students Explore Important Histories Through Award-Winning Book 

Our Stage 3 students have been deeply engaged with the powerful and award-winning book Always Was, Always Will Be, written by Aunty Fay Muir and Sue Lawson. This book, which received the 2025 prestigious Eve Pownall Prize for Information Book of the Year from The Children’s Book Council of Australia, has sparked curiosity and meaningful learning among our students. 

As eager listeners and thoughtful learners, students have connected the stories and themes in the book to their previous learning about Aboriginal and Torres Strait Islander Peoples. Through this process, some have begun to develop emerging critical thinking skills, demonstrating clear and insightful reflections on significant historical events. 

What is most inspiring is how our students are using these reflections to consider how they can contribute to creating a kinder, more inclusive community—both now and into the future. We are proud to see them growing into compassionate and thoughtful young people who understand the importance of respect, reconciliation, and positive action. 

Here are some thoughtful reflections from our students about the 1967 Australian Freedom Rides: 

Abdul (6 Optimism): “The living conditions and treatment of Aboriginal and Torres Strait Islanders Peoples were very bad. They faced discrimination and racism. Even Aboriginal veterans were not respected; they were not allowed to enter RSL clubs.”  

Elaria (6 Optimism): “I think Aboriginal People felt like they wouldn’t have belonged due to the racism. People were not allowing them to go into different shops or to public swimming pools with everyone else. The Australian Freedom Rides brought them relief to find that the world now knew about their struggles for rights.” 

Tyrese (6 Optimism): “It’s important to look back on that event (Australian Freedom Rides) so we can remember that all human beings must be treated with equal rights.” 

Benji (5 Success): “From the Australian Freedom Rides that happened in 1967, we can learn from the mistakes of that time. We can try our best to show empathy for other people. We should show that our generation must be able to give fair treatment and equality to all people.” 

Preschool:

The preschool has enjoyed a nine-week program with Zing Dance. Through this program they have learnt how to follow instructions as they copy the choreography. Dance has many wonderful benefits including gross motor skills as they learn to manipulate their bodies and it also supports cognitive development as they learn to listen, look and implement the dance moves. 

Here are some of the Wombat class comments about the dance program: 

Miraal: I dance with my friends. I like dancing. 

Jason: At big school. Everyone was singing Soda Pop. 

Aylah: We were having a party Sydra: I like when they put songs and we have a dance party. I like Soda Pop. 

Zarif: I like the “Move it, move it” song. Back and front. 

Ameen: Yes, dancing! Party dance party. 

Anabiya: Hip hop dance with Georgia and Quills. 

Early Intervention:

Wednesday Resource Class 

Over the past few weeks, our early intervention group has been actively engaging in sensory play experiences, designed to support each child’s development in areas such as communication, fine motor skills, emotional regulation, and sensory processing. 

As part of our hands-on learning, the children have been helping to make their own sensory materials. Together, we created Jell-O playdough using jelly crystals, flour, water, oil, salt, and cream of tartar. The process of mixing, pouring, and kneading offered valuable opportunities for following instructions, developing motor coordination, and exploring textures through touch and smell. 

We also made cloud dough using baby lotion and cornflour. This soft, mouldable mixture provided a calming sensory experience and encouraged open-ended play. Many children enjoyed the smooth texture and the satisfying way it clumped and crumbled in their hands. 

One of the highlights has been the children’s enthusiastic participation in making the messy play materials themselves. They were engaged, curious, and proud to be involved in the process — measuring, mixing, and exploring every step along the way. 

These sensory experiences support early learning by promoting curiosity, creativity, and connection. They also create a safe and playful environment where children can build confidence and enjoy shared moments of discovery with their peers and educators. 

Echidna Class  

The Echidna class has been joyfully celebrating the arrival of spring through a range of creative, sensory, and learning experiences. Our classroom is now full of colour and life as the children have been busy making spring-themed crafts, including bright flowers and beautiful butterflies with colourful cellophane wings. These vibrant creations are proudly displayed in our room and have brought a lovely seasonal touch to our learning environment. 

We have also been enjoying some new spring songs, exploring seasonal sounds and music during group time. Singing together continues to support the children’s language development, rhythm awareness, and sense of community. 

The Echidnas have been doing a fantastic job during their table time activities, showing steady progress and growing confidence. It’s been wonderful to see the children becoming more independent, focused, and enthusiastic during their table time, and we’re excited to continue supporting their learning journey with fresh, purposeful experiences 

Goanna Class   

Over the past few weeks, we have been focusing on supporting each child’s individual learning needs through planned table time experiences. These activities are designed to strengthen a range of developmental skills, including fine motor, early literacy, and sensory exploration, with tailored support provided to help each child achieve success and build confidence. 

During group time, the children have been learning new songs with Miss Jen, incorporating tapping sticks as a fun and interactive way to explore rhythm, coordination, and language.   

Following an interest in parachutes we made parachutes by sticking colourful cellophane onto balloons. This activity sparked curiosity and engagement as the children explored how the cellophane moved and shone in the light. It was a wonderful opportunity to support fine motor skills through gluing, as well as to foster creativity and imagination. 

It’s been a wonderful time of exploration, creativity, and connection, with children engaging deeply in both individual and group experiences. 

We look forward to seeing Miss Sally back next week.  

Throughout the year Kindergarten has been lucky enough to be visited by Luna and the Therapuppy Team. Luna and her handler, Genevive, come in and help Kindergarten with their learning – whether it be maths, English or practicing their manners before asking for pats! Kindy has loved getting to know Luna and Genevive and are always excited when they pop into the classrooms. 

Year 2 students have been having an absolutely fantastic time at swimming lessons at Roselands Leisure and Aquatic Centre! They've been learning water safety skills while developing their swimming abilities with confidence and enthusiasm. From floating on their stomachs and backs, to kicking powerfully with their "flipper feet," and blowing bubbles underwater, every student is making incredible progress. Our swimmers have been representing our school, consistently showing they are safe, respectful learners. What a brilliant effort from all our Year 2 Swimmers.  

Some thoughts from our Year 2 students: 

Zac H- ½ Aquamarine 

Today was the best day swimming. I enjoyed jumping in the water and getting to swim for a long time. 

Maryam H- ½ Sapphire 

I like that fact that I can actually swim now 

Sarah S- ½ Diamond 

I had fun jumping and gliding in the water. I like swimming with the donut floating 

Yasmin K- 2 Neptunite 

I have learnt to swim with different floaties and on my back. I love that we get to swim every day. 

Wassim E- 2 Neptunite 

I like jumping in and swimming back to the ladder. I liked floating on my back and swimming like dolphins 

Banin Z- 2 Ruby 

I like that we have learnt something different every day and have done different activities. 

Mim F- 2 Ruby 

I can learn how to go to deep water. I can lay flat and float on my tummy and back, 

A few weeks ago, Mrs. Spiropolous and Mr. O'Connor had the privilege of taking Stage 2 and 3 Students to the Wiley Park PSSA Zone Athletics Carnival.

Student qualifiers participated in a range of track and field events, including running, discus, shot put, high jump, and long jump.

The motto for Wiley Park PSSA is 'Participation is Winning', and with the way our students gave their full effort to every event, they can all consider themselves winners.

Whilst there, we ensured we were maintaining safe, respectful behaviours throughout the event. Teachers from other schools even congratulated us how respectful we were to others; we are always proud to represent Punchbowl Public School. 

Whilst all students should be proud of their achievements, an extra shout out needs to go to the following students, who placed in individual events.

Faysal M, Year 4: Junior Boys Long Jump - 3rd Place

Ibrahim D, Year 6; Musa Z, Year 5; Tyrese M, Year 6; Haitham S, Year 6: Senior Boys 100m Relay - 3rd Place

Medina M, Year 6: Senior Girls High Jump - 2nd Place

Tyrese M, Year 6: 13 Years 100m - 1st Place, 13 Years 200m - 1st Place

Haitham S, Year 6: 12 Years 100m - 2nd Place, Senior Boys 200m - 2nd Place, Senior Boys Long Jump - 1st Place, Senior Boys High Jump - 2nd Place, Wiley Park PSSA 12/13 Year Boys Age Champion.

Students have been enjoying their Arabic lessons this term, exploring new vocabulary and practising their speaking, listening, reading, and writing skills. Our lessons are designed to be interactive and engaging, with activities that connect language learning to culture and everyday life.  

This term’s topics have included family members (Kindergarten), zoo animals (Stage 1), healthy living (Stage 2) and body parts (Stage 3). All these topics have given students the chance to use Arabic in fun and meaningful ways. The themes are also linked to Arabic culture, stories and traditions, including learning about the importance of family in Arabic communities and discovering animals often found in Arabic folktales.  

Through songs, games, and role-play, students are developing confidence and enthusiasm for using Arabic. The Community Language teachers are proud of the students' progress and look forward to seeing their skills continue to grow.   

Mrs Roffaell and Mrs Awada wish you and your family a wonderful and safe holiday. 

This collective work was created by the Genius Hour students of Punchbowl Public School as a heartfelt response to their study of esteemed Western Desert artist George Ward Tjungurrayi. Inspired by his distinctive use of symbolic circles and intricate linear patterns, students immersed themselves in the cultural significance of his art. Paying particular interest in the way Mr Tjungurrayi used shapes, patterns and colours to communicate deep ancestral knowledge and connection to Country. 

Through an in-depth exploration of Aboriginal songlines—oral narratives that map geography, family, and cultural memory—students were moved by the profound ways in which First Nations peoples have preserved and passed down knowledge across generations. Motivated by this tradition, they set out to create their own personal songlines, representing their identities, stories, and connections to the land on which they live and learn. 

Each student used circular forms to symbolise places of significance in their lives, visually expressing how these locations connect them not only to their families and communities, but also to each other. The process was one of both reflection and unity: a celebration of diversity grounded in shared belonging. 

Throughout this journey, students demonstrated empathy, compassion, and deep respect for the life and legacy of George Ward Tjungurrayi. They were profoundly moved by his resilience and dedication to living on and through his beloved Country. His art, rich in spiritual and cultural knowledge, served not only as inspiration but as a reminder of the enduring relationship between people and place. 

This artwork stands as a visual affirmation that, regardless of background or origin, we are all connected through the Country we inhabit. It reflects the belief that Punchbowl Public School is not merely a place of learning, but a meeting point where stories converge, identities are honoured, and a collective belonging is nurtured. We all belong to Country. 

Biography: George Ward Tjungurrayi 

George Ward Tjungurrayi was born around 1945 near Lararra, southeast of Kiwirrkurra, in the Western Desert region of Australia. He was the youngest of three brothers, including the late Yala Yala Gibbs Tjungurrayi, a founding figure in the Papunya Tula art movement and senior custodian of sacred men’s cultural knowledge, and Willy Tjungurrayi, one of the most celebrated painters of his generation. 

Their father, Pulpalpulpalnga Tjapaltjarri, was a respected man within their community, and the brothers’ artistic contributions have had a profound influence on contemporary Aboriginal art and cultural preservation. George Ward Tjungurrayi’s own work is widely recognised for its complex geometries and spiritual depth, often evoking ancestral stories and the landscape of his Country. 

He passed away on 22 September 2023, surrounded by his wife, daughter, and extended family. His legacy continues to resonate—not only through his art—but through the many lives he touched with his story, strength, and unyielding connection to land and culture. Out of respect we won’t be posting a photo of Mr Tjungurrayi. 

Our masterpiece is hanging in “N” block in the student area.