Government Primary Schools Guide 2023

Government Primary Schools Guide

Doveton College

pages 2 & 3

Looking ahead

Editorial by Henry Grossek

(Principal of Berwick Lodge Primary School) page 12

Beleza Uniforms back cover

DOVETON College is a vibrant learning community serving the families, children and young people of Doveton. Our multicultural community extends beyond the College. We welcome everyone to engage with the educational programs and activities on offer.

Our primary school for years Prep – 6, provides a stimulating, engaging and student centred learning program, that targets learning for each individual at their point of need. Our Early Learning Centre has funded 3 and 4 year old kindergarten programs that prepare children for a smooth and successful start to school in Prep. Similarly, children from year 6 transition seamlessly into our year 7 – 9 program. Our facilities are state of the art and purpose built to provide a strong academic base in Numeracy and Literacy, enriched through studies in STEM, the Arts and Humanities. These studies are complemented by many opportunities in art, media, music, design, and physical education. Our award-winning Arts program has been recognised nationally and internationally and we are frequently recognised for our high level of growth in NAPLAN outcomes.

Students across the College are supported by

the Learning Enhancement team who run small groups in Numeracy and Literacy for those who need additional support and extension. The wellbeing team coordinate referrals to the many medical and allied health services that are located at the College. This provides students with timely access to services as required.

Doveton College provides free after school engagement and extension activities for all students. Students can register each term to participate in a wide range of activities such as floristry, basketball, remote cars, soccer, music, dance, tennis, street art, debating, multisport, pottery and more. A homework club operates after school twice a week, where students can attend and receive 1:1 support.

More than just the academic outcomes, we are working with young people and their families to develop the whole person. Social and emotional growth is so important for all young people. Our teachers and support staff make sure that they understand each student as a person, working with their individual interests and needs, supporting every student to reach their potential.

Enrolment enquiries are always welcome.

Banyan Fields Primary School

SUPPORTING each student to love learning and reach their full potential is what inspires our work at Banyan Fields Primary School. Over the past 5 years as school Principal, I have taken great pride and satisfaction from working with our students, staff and families to develop our thriving learning community.

We promote learning excellence through quality teaching and learning experiences. Our classrooms are exciting places for students to learn and our specialist programs that include Health and Physical Education, Science, Art, Digital Technology and Music add to the comprehensive educational opportunities on offer to our students.

As you walk down the corridor of our main building you will see the celebration of learning that is on display. We have outstanding outdoor play spaces and spacious grounds for our school community to enjoy.

We are proud to be known as an inclusive community and for providing exceptional

wellbeing programs. We embed our school values of Belonging, Resilience, Ambition and Integrity into daily life at Banyan Fields.

I welcome enquiries from prospective families and the broader community to come along for a school tour to discover what makes our school so great. Please contact our office or visit our website for more information.

School Website - www.bfps.vic.edu.au

Bethany Jackson, Principal

We embed our school values of Belonging, Resilience, Ambition and Integrity into daily life at Banyan Fields.

BANYAN FIELDS PRIMARY SCHOOL

We promote learning excellence through quality teaching and learning experiences.

and

Our classrooms are excit learn and our specialis Health and Ed an educ offer to our students .

Our classrooms are exciting places for students to learn and our specialist programs that include Health and Physical Education, Science, Art, Digital Technology and Music add to the comprehensive educational opportunities on Banyan Fields Primary School 90 Cadles Road, Carrum Downs. Victoria, 3201 03 9782 1333

banyan.fields.ps@education.vic.gov.au

www.bfps.vic.edu.au

BanyanFields

12569014-JW21-23

BAYSWATER SOUTH PRIMARY SCHOOL

www.baysouthps.edu.au

Bayswater South is a co-educational Government School in the Eastern suburbs of Melbourne. One of the few truly bilingual primary schools in Victoria, we have a proud history of over 30 years of delivering a unique English/German bilingual program.

Our mission is to embrace diversity and develop global citizenship through a vibrant learning community. We do this using our three pillars – Bilingual Education, IB – Primary Years Programme and a schoolwide approach to Wellbeing; leading the way in best practice teaching and learning, with a focus on supporting the academic progress and personal development of each student.

This difference, or addition, to a standard Government school education, is what makes us stand out as a leading choice for your child’s education.

Why bilingual?

We strongly believe that every child deserves a bilingual education.

Language teachers and educational psychologists have long held the view that learning another language increases and enhances students’ deductive and problemsolving skills. Having frequent practice in working out meaning, making links, and drawing conclusions in the language class, enhances these skills in a broader sense, in other areas of the curriculum and in life in general. Knowledge of more than one language has long-term cultural, social and economic benefits. Tolerance, respect and co-operation are all improved through bilingual education, while being bilingual enhances future job prospects.

What is the IB – Primary Years Programme?

Bayswater South Primary School is proud to be an accredited IB World School offering the Primary Years Programme (PYP).

At Bayswater South we align our vision and mission with that of the IB, in which we strive to, ‘develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through intercultural understanding and respect’.

As a bilingual school, we are in the unique position within Australia to develop students who are multilingual, internationally minded and who are driven to take action in the local and global community.

Our school’s curriculum framework encompasses that of the Victorian Curriculum, the IB PYP Curriculum and Bilingual Education.

Wellbeing

At Bayswater South Primary School, we value student voice, student engagement and connectedness of students and their families from Foundation to Year 6. We are: A connected community

Bayswater South Primary School fosters strong relationships with the local German community as well as other organisations and benefits from the support of a vibrant and engaged parent community. With the ongoing contributions from our parents and local partnerships, we have been able to provide playgrounds, learning spaces, Chaplaincy, Connect Groups and a newly formed ‘German Café’, with further development to follow.

Led by students

A highlight of life at Bayswater South includes the opportunity for all students from Foundation to Year 6, to lead the school. From SRC, to student-led assembly, to student input in their learning experiences, our students develop as team playing, confident young individuals, who live out our school values of Respect, Empathy, Honesty and Teamwork.

We warmly invite you to take a tour of our school, to learn more about the benefits of an education at Bayswater South Primary School.

Beaconsfield

PRIMARY SCHOOL

IT takes a team to build a dream!

We are the team at Beaconsfield Primary School. Whilst our beautiful classrooms and play spaces and wonderful learning resources enhance your child’s school life and learning experiences; it is our beliefs and the way that we work together that makes Beaconsfield Primary School unique.

The teacher - student relationship is treasured at Beacy, it underpins our work and our beliefs. We believe that every child: should be accepted for who they are unconditionally. should have a safe, positive and supportive environment to learn in. should be respected, recognised and valued for their diverse needs and abilities. should be challenged so that they reach their potential - holding expectations high. should have a teacher that understands them and teaches with passion and commitment.

deserves a teacher who models honesty and ethical behaviour so that they in turn learn the value of truthfulness and accountability.

Student voice is encouraged at Beaconsfield Primary School - Every Face has a Place: from Prep to Yr. 6, all children have the right to be heard. They have a voice and opportunities to express their thoughts.

everyone has the right to express ourselves and an obligation to listen to others and we respect their right to hold their views and share them.

we elevate and praise our children, encouraging them to appreciate the efforts of their peers, building friendships and goodwill through appreciations.

We strive to ensure each child achieves their potential. We will do our best to ensure that our children are:

confident learners; that they try their best, challenge themselves and pursue excellence. resilient and bounce back when they experience difficulties. given the opportunity to develop a strong sense of justice, values and beliefs. ambitious, imaginative and academically competent. develop a sense of fun and of wonder. enthusiastic and optimistic about their futures.

For enrolment enquires for Prep 2024, please contact our school office in term 2, 2023. Phone: 9707 1510.

Sincerely,

Heidi Inglis (Principal) and the staff of Beaconsfield Primary School

12591807-AV13-23

12566366-AV13-23

Sleep and your child

Bedtime Struggles

MANY parents have problems getting their children to bed, especially with pre-school children. Many children will use excuses to avoid going to bed such as “I need to go to the toilet”, “I need a drink”, “I just need to tell you something”. This can often delay the sleep time significantly. What can parents do?

1. Be clear about what your child needs

What a child wants is not always what they need. Although some children want to stay up and have difficulty getting to sleep, this does not mean that they do not need sleep. As the parent, you need to decide and be clear on what is reasonable bedtime behaviour and what changes you expect. Once this is decided it is easier to stick to the limits set. Limit setting often benefits the child in more ways than just improving sleep, as they feel secure and contained.

2. Rules

■ Explain the new rules to your child during the day. Don’t tell them the first time when they’re stalling at bedtime.

■ Remember this is not punishment so try to engage the child. It will help if your child knows what to expect.

■ Expect some resistance. Your child probably doesn’t want to change, so things may get

worse before they get better.

■ Be consistent.

3. Children need a consistent bedtime routine

■ Have a predictable, enjoyable routine with calm activities.

■ Avoid stimulating activities such as watching TV, running around and computer games.

■ Try not to start negotiating with the child at bedtime. Do not enter a battle with the child if they protest. Calmly remind them of the new rules and continue.

■ Put your child to bed and leave the room while they are still awake.

4. What then?

If your child calls out:

■ Calmly tell your child it’s time to sleep.

■ Do not enter into a discussion.

■ If they get upset return to reassure them but be brief and limit what you say.

■ Be ‘boring’.

If your child comes out of their room:

■ Calmly return your child to bed.

■ Remember this is not punishment, but be firm.

Continued on page 30

Looking ahead

THERE’S a lot of doom and gloom in the air about the state of affairs in our schools. You must be wondering about this as you consider your options for your child as you prepare them for the transition to school next year. There are, unquestionably, grounds for great concern - and I don’t need to rattle off all the reasons to you as I’m as sure as I can be, that you would have a pretty fair idea of the challenges we are facing in schools today. They’re not unlike those in almost all workplaces in society.

Having said that, however, life goes on and parents, quite rightly, want assurances that their children are receiving the best education in the circumstances. By the way, that’s always been the case, it’s just that the circumstances vary from time to time. We happen to live in a time no like other, in our lifetime - semi-post pandemic with the backwash of all the disruption and suffering that the pandemic has created.

I was asked by someone recently as to whether there was any hope looking forward, given the depressing situation, particularly in staffing in our schools currently. My rather glib answer was that there was much about which to be hopeful, on the basis that things couldn’t get much worse! We had a chuckle about that, yet my comment was not without some merit. Throughout history, adversity has been the catalyst for changeimprovement. That has been an essential component in the fabric of humanity’s growth and development.

We have learnt so much from the harrowing experience of the pandemic on our schools. Yes, we have lost staff. Yes, there is an ongoing shortage of teachers applying for principal positions. Yes, many children have suffered socially and emotionally as well as academically. Yes, parents have suffered in many ways too and many are doing it very hard every day.

Nonetheless, we’ve learnt to better use technology than before - remote learning left us with no choice but to upskill systemically, across and within schools and rapidly. The importance of sound social and emotional skills has always been known, but the pandemic put that into even sharper focus and innovative programs are springing up everywhere to better embed those skills in our children. Prep transition programs are no exception

The pandemic has forced schools and parents to worker so much closer in a sustained way than ever before. It wasn’t always easy - parents, in particular, were juggling work and supporting their children’s learning on a daily basis often under great stress. The outcome, I believe, is a stronger basis on which schools and families can work together in the best interests of the children.

All of that, and more, gives me cause to look forward with great hope and enthusiasm.

Henry Grossek, Principal, Berwick Lodge P.S.

Boroondara Park Primary School

BOROONDARA Park Primary School offers a wide range of experiences and educational opportunities, so all students can succeed. Our comprehensive curriculum is complemented by studies in languages, the arts, physical education and STEM.

The school’s priority is to develop the whole child academically, culturally, emotionally, physically and socially within a caring and supportive environment. While catering for all ability levels, staff focus is on maximising achievement for every student in English and Mathematics.

Our Values and Motto

Our School Motto is Care, Learn and Share. Our school values are respect, care, trust, fostering growth and development.

Underpinning our school motto and values is the development and common understanding of the three rights.

■ The right to learn

■ The right to feel safe

■ The right to be respected

As a community we understand with each right there is an equal responsibility. These three responsibilities are held up alongside our rights.

■ We are responsible for ensuring we try our best and have a positive impact on the learning of others.

■ We are responsible for ensuring others feel safe physically and emotionally.

■ We have the responsibility to treat others fairly and with respect.

We believe every child can learn and they have the right to reach their full potential.

Boroondara Park is a hidden gem in Balwyn North with an active and supportive community. We view a child’s education as a joint responsibility between school, parents, and child. To this end we encourage parental involvement in many areas including classroom helpers, celebrations, open days, assemblies, end of term learning Expos, sporting activities, camps and excursions.

Learning to learn is a particular focus with the intent of fostering a lifelong love of exploring and problem solving, asking questions and seeking knowledge. We work to empower our students by providing a challenging and enriching primary school experience. We encourage students to take responsibility for goal setting, to be self-motivated and appreciate the intrinsic value of learning. By guiding them to use their skills and knowledge to make responsible contributions to the global environment and embrace kindness, we work to ensure learning goes beyond the boundaries of the classroom.

Our school has before and after school care, a school canteen and many extra curricula activities and programs for students to participate in, including instrumental music, chess and sporting activities. Boroondara Park Primary School is able to take International Students for study in Victoria.

Come and visit Boroondara Park and find out why it is the school for your child. School tours available each week, call and book a time to visit.

Boroondara Park Primary School

2024 FOUNDATION INFORMATION NIGHT

Monday May 15th

7.00pm

Boroondara

OPEN DAY - All Day

Thursday May 18th

SCHOOL TOURS 9.15am, 11.15am & 2pm

Park Primary School offers:

• Comprehensive academic programs

• Specialist programs run all year

• Expansive natural grounds

• Friendly community culture

• Whole child development - academic, cultural, emotional, physical and social

Come and visit Boroondara Park and find out why it is the school for your child. School tours available each week, call +61 39857 5157 and book a time to visit.

40 Almond St, Balwyn North VIC 3104, Australia

www.bpark.vic.edu.au

boroondara.park.ps@education.vic.gov.au

Boronia K-12 College

BORONIA K-12 College is committed to developing students into responsible members of the local, national and global community. Throughout all stages of schooling we aim to develop learners that strive to be:

■ Skilled communicators

■ Constructors of knowledge

■ Real world problem-solvers

■ Ethical users of technology

To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals. Our contemporary buildings and grounds are second to none, providing a stimulating learning environment where students are able to maximize their potential.

Transitioning into Boronia K-12 College, students experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress their learning.

Ensuring Year 7 students are happy and confident is a priority, supporting them with a dedicated team of experienced teachers in our Year 7/8 building. Within this space, majority of Year 7 classes are held, with students developing a sense of ownership and pride over their environment, and a sense of belonging and community.

Our Years 7-9 programs build foundations for success. We emphasise core literacy and

numeracy skills across the curriculum, with students accessing Spanish as their language study. Students have expanding opportunities to refine pathways by selecting an increasing number of electives in Year 9 and beyond.

Substantial research has been conducted into engaging Year 9 students, preparing them for the demands of their final years of school. In response, alongside our school data, we have shaped a Year 9 program to develop the academic, creative, physical and emotional aspects of our students through engaging, inquiry based learning experiences, fostering independence and reigniting a passion for learning. Students have the opportunity to participate in Leadership Development programs, City Experience, and community based projects.

Transitioning into Years 10-12, opportunities to refine pathways open, and students are provided a range of subjects from all area of the VCE, VCE Vocational and VET curriculums.

Year 10’s encouraged to undertake VCE or VET unit in preparation etc.

Book a school tour; https://www.boroniak-12. vic.edu.au/enrolments/college-tours/

Carrington Primary School

CARRINGTON Primary highlights the importance of positive learning experiences, nurturing and fostering student growth through a range of authentic opportunities. Carrington has a strong curriculum focus and a dedication to developing the whole child. Hands on learning is a priority at Carrington ensuring students utilise materials and resources to engage in daily tasks.

We highly encourage and support the homeschool partnership to ensure clear and consistent communication between all stakeholders, allowing families to share in the learning journey throughout the primary school years. As a community based school we have an open door policy that promotes parental involvement at all levels.

The school is surrounded by lush gardens, providing a warm and welcoming environment. We have extensive outdoor spaces that are shaded and provide learning opportunities both inside and outside the regular classroom.

Our boutique school provides students with smaller class sizes, therefore allowing us to individualise personal learning and support student needs. Each classroom is well resourced providing rich learning opportunities across all curriculum areas. Our dedicated teachers and educational support staff formulate quality programs to cater for students of all needs. A wide range of technological experiences are incorporated into all curriculum areas ensuring students are capable, proficient and developing the necessary skills to become competent 21st century learners.

The modern Learning Centre is well equipped with resources, cooking facilities, technology and highlighted by the Creative Learning opportunities for students to further explore and direct their own experiences. These foster social, imaginative and creative play interactions.

Carrington Primary School promotes positive learning experiences throughout the school. We are very well resourced with our programs including:

■ Reading and Writing workshop models;

■ Hands on mathematics using a wide range of materials and real world connections;

■ Additional literacy/numeracy supports from Foundation through to Year 6;

■ Lunch-time clubs including mindfulness, board games, mini team games, gardening, choir and STEM building and exploring.

■ A wide range of interactive robotics within our S.T.R.E.A.M. program including Beebots, Spheros and Edison bots;

■ Interactive teaching boards within each classroom for instruction;

■ Physical Education, Music/Performing Arts and Visual Arts as specialised classes;

■ Student leadership opportunities school-wide;

■ A well organised buddy program to support our Foundation students;

■ Well equipped facilities for recess and lunchtime play; and

■ Cooking and gardening experiences.

As a school we instil our values and vision into our wider school community, promoting individual success, respect, inclusiveness, determination and empathy. Our school Chaplain provides well-being supports for students as well as providing stimulating and engaging lunchtime tasks for student engagement.

The school provides an Out of Hours Care program before and after school, as well as operating throughout the holiday period to cater for busy working families. We look forward to showcasing our school to your family.

Regards, Brett Speed

Grossek’s view

AFTER three years of the pandemic, much has changed, but uncertainty has not. Everyone is tired and the impact of COVID-19 has been profound in many ways, both on an individual basis and collectively. In writing this piece from the perspective of preparing for the 2023 school year, I admit to being seriously challenged. Where do I start, on what do I focus, and how?

How does the 2023 school year look from the perspective of the past three years? I am sure it is a question many parents are asking of themselves both in observation of their children and the wide and varied commentary on the effects of the pandemic on student learning progress. I will do my best, mindful of the disparate outcomes of the past three years.

Undoubtedly, remote learning, lockdowns, and the continuing disruptive consequences of the pandemic have had a negative impact on both the learning and wellbeing of many children. In saying this, it is worth noting that the recently published ATAR results for Victorian VCE students this year are the best for several years. That this has happened reminds us that it can be prudent to withhold judgement when confronted with gloomy predictions, as we have been over the past three years, regarding student learning outcomes.

Reports are plentiful of the impact on the social and emotional wellbeing of students during the COVID-19 pandemic, with eminent child and adolescent psychologist, Dr Michael Carr-Gregg saying that he has not witnessed anything in the past 30 years like the increase in the number of youngsters presenting with suicidal thoughts and self-harm issues. Carr-Gregg suggests that effects such as these will be long term in nature.

It is hard not to be deeply concerned about observations and predictions such as these. In the context of the continuing shortage of teachers and specialist support staff such as psychologists and social workers available to schools the challenge is worrying. Some bright news does exist. The Victorian government is providing $200 million over four years and $93.7 million ongoing to expand the Mental Health in Primary Schools program to every government and low-fee non-

government primary school in Victoria.

Making matters worse insofar as school staffing is concerned, however, is the outright and increasingly brutal competition between schools and sectors for qualified staff. This is a direct consequence of the school staff shortage across all areas of school operations. In the short term, there is not much in the way of positive news on this front. One can only hope that continuing pressure brought to bear on our state and federal governments will see more equitable funding and resourcing policies for public schools being realised, sooner rather than later.

Now in the tail-end of the third year of the pandemic, school transition programs have been in full swing again. This is genuinely good news. The curtailment of transition programs from preschools to primary schools and from primary schools to secondary schools in the recent past had made the transition process for many students very problematic. Schools, for their part have had to be very creative in managing the influx of students from either pre-schools or primary schools, respectively. Children now transitioning into primary and secondary schools should be enjoying a more comprehensive and reassuring process, something of which I would believe would be very heartening for parents. Teachers also!

The pandemic has thrown up many valuable talking points - the issue of the value of extracurricular (ECA) activities for children being one. During 2020-21, these types of activities were largely discontinued. Nowadays, they are back in vogue.

In the context of the continuing shortage of teachers and specialist support staff such as psychologists and social workers available to schools the challenge is worrying.

The research on the value of extra-curricular activities on student learning and wellbeing is fascinating.

Firstly, a large body of research conducted internationally prior to the pandemic has consistently shown positive relationships between ECA participation and cognitive, psychological, and social outcomes for children and adolescents. William Carbonaro, Associate Professor of Sociology, University of Notre Dame and Emily Maloney, a graduate sociology student at Duke University reviewed these findings in their joint paper, extracurricular Activities & Student Outcomes in Elementary& Middle School: causal effects or Self-selection. The study by Carbonaro and Maloney, concluded that because of methodological limitations, prior research failed to address the self-selection of advantaged families in ECAs, which raises concerns regarding whether ECA participation is causally related to student outcomes. Overall, their findings suggest that participation in ECAs during early primary school years has a small but positive causal effect on academic ability, which grow larger in later grades through to early secondary school. However, their findings provided little evidence that greater ECA participation improves students’ socioemotional skills in either early or later school years through to Year 8.

Here in Australia, research undertaken by University of Tasmania and Flinders University and cited in the journal, Developmental Psychology: Reducing Educational disparities Between Australian Adolescents in regional & Metropolitan Communities: The Compensatory Effects of Extracurricular Activities, presents a positive relationship between participation in ECAs and student learning and wellbeing. Broadly speaking then, children can only benefit from being involved in ECAs. Herein lies hope - if we are truly over the worst of the pandemic, then 2023 should see an increasing level of children engaged in ECAs.

In conclusion, it would be a very hard, if not impossible sell to suggest that 2023 will not be a very challenging year for all school students. There will be the lingering social and emotional fallout for some students from the remote learning and lockdowns. This, coupled with critical

shortages in school staff and ancillary support services, won’t lead to as swift a recovery as we would like.

On the other hand, the pandemic has, inadvertently provided us with an opportunity to pivot in our approach to teaching and learningmost particularly in technology. The importance of wellbeing, whilst not neglected previously, now commands a prominence in our funding and delivery of a quality education for all. Kindness springs to mind!

Always the optimist, I draw great comfort in the knowledge that humans, as a species, have displayed great resilience and adaptability over the ages and that it is easy to underestimate the capabilities of our young, especially from the perspective of the old.

Henry Grossek, Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7FM and presents the weekly podcast series: The Viewpoints Podcast

Doncaster Gardens Primary Scho l ol strives for all-round excellence in n thhe delivery of programs, and encourages and fosters a strong multicultural ethos.

The school encourages high academic standards and the development of life-long learning habits to provide all students with a fulfilling and challenging education.

Our dedicated and professional staff emphasise the home-school partnership, and value the high level of parent participation and cooperation in school programs.

Doncaster Gardens has established the shared values of creativity, curiosity, courage and compassion that now form the framework and expectations for each child’s involvement in the school.

Please contact the school office on for school tour information.

Doncasteer r Gard r ens s s estaablished shared values of creativityy, curiosity, couragge and compas a sion that noow form the framework and for each child’s involvement in contact on 9848 5282 tour

Information about our School:

Infoorm r ation our

• and Enrichment Programs our program

Challenge and Enrichment Programs including our high ability program

• • School

Specialist Maths Extension Strong School Leadership Program

• Instrumental music lessons

• music

• Chess Clubs Foundation

Chess Clubs from Foundation

1:1 iPad program runs from Year 3 to 6

• 1:1 runs

Year 3 to 6

• Specialist ICT Program

•

• Computer Resource Centre

• 3D Printers

• Robotics

• Dance

• Choir

• Orchestra

• Before and after school sport teams

• Production

• Instrumental Music

Essex Heights Primary School

Essex Heights Primary School has a proud history of over 50 years in the Mount Waverley community. The diversity of students and families at our school provide us with a vibrancy derived from embracing our community. We place great value in working in partnership with members of the community to provide a rich and engaging learning environment that will prepare our students to confidently embrace the wonderful opportunities in our society.

At Essex Heights we place a strong emphasis on the development of each student’s learning potential through challenge, reflection, and optimal learning experiences. The whole community encourages high expectations and promotes innovative and a curriculum, differentiated to cater for the needs of all children. The school engenders a culture of connectedness and creativity

Our key strategic priorities are Literacy, Numeracy, as well as Student Engagement and Wellbeing. In addition, we have engaged leading world consultants to work with our teams to develop best practice curriculum. Essex Heights also has very close links with Deakin University and has been part of several STEM related school-based projects.

Our school has an extensive Music program. The classroom music program is designed to engage students and develop a lifelong passion for music. Children are encouraged to sing and to learn music theory. Children perform in year level choirs. In addition, the school has an extensive instrumental music program which caters for all children who would like to learn a musical instrument and play in a band or ensemble.

Through our ‘School Values’ of friendliness, honesty, inclusiveness, persistence and respect, children develop positive attitudes and acquire the necessary skills to equip them for their future. The welfare of our students is a high priority, as we believe students learn best when they feel safe and secure in a stimulating learning environment. The school has also developed an innovative program (ArtSEL) to prepare our students to be confident and self-aware. It is aligned with the Victorian Curriculum and allows children to achieve success in emotional management and academic pursuits.

In recent years the school is also very proud to have entered a partnership with The Resilience Project. This renowned and outstanding program builds upon ArtSEL and continues to teach the skills required to create resilient and confident young adults.

The children at our school have access to contemporary, well-resourced, and innovative learning spaces. These rooms, in addition to the well maintained and excellent outdoor environments, provide an ideal setting for learning both inside and outside of the classroom.

Come and visit our school to learn more about how Essex Heights Primary School can best meet the needs of your child.

Principal George Perini

School tours for all interested families from Prep - Year 6 are available on Wednesday and Friday each week from 9.30am.

Appointments for tours and all other enquiries can be made by contacting our school office, between 9.30am and 2.30pm, Monday-Friday during school terms.

Prep Enrolment Applications are due by Friday 28 July 2023.

For families seeking Prep enrolment, ‘Transition to School’ information is available following submission of enrolment documents.

Frankston Primary School

AS the principal of Frankston Primary, I take great pleasure in introducing you to our school. When you first walk into our school, you immediately feel the warm, welcoming feel that is Frankston Primary School. We celebrate the diversity within our school community, and are a close-knit, connected and inclusive school community, focused on positive, caring and supportive relationships.

We place high importance on fostering whole school positive relationships, and believe this is fundamental for developing our highly supportive classroom environments, building positive student relationships and fostering happy, healthy and resilient students.

At Frankston Primary School, we strive for educational excellence. We emphasise high expectations, provided by a team of teachers committed to high quality instruction and catering for each individual students’ learning needs - focusing on the academic, social and emotional needs of every student.

Our students enjoy participating in a wide variety of learning programs, including specialist environmental science/STEM, visual arts, performing arts, physical education and French classes. Students also have the opportunity to become involved in a number of extra-curricular programs, including our much loved school choir, school camps 3 - 6 (including a 5/6 Urban Camp, aerobic team and Snow Camp. Our Whole School Production and Christmas concert are also a school highlight. Our students enjoy active sports participation including 5/6 interschool sport, regional and district sport competitions 3 - 6 and P - 6 swimming.

Our grounds are bright and vibrant and offer a semi-rural feel to the many outdoor spaces. Our students enjoy the active and passive play areas that inter-twine and connect our students together in the outdoors.

We encourage strong connections with our parents, carers and wider community as key partners in your child’s learning, and welcome participation and involvement right throughout your child’s schooling years with us.

Our school values are - Community, Aspire Positivity, Respect, Resilience, Empathy and Inclusion -through these values we care for, unite,

work and connect together; we achieve through commitment, focus and positive mind-set; we reflect resilience through difficulties and challenges; we develop friendships through respect, trust and understanding; and we foster within ourselves self-management, empathy, pride in self and personal identity within an inclusive and supportive school community.

At Frankston Primary School we strive to maximise opportunities for all students - placing our students in the best possible position for their future.

We are looking forward to seeing you soon at Frankton Primary School!

At Frankston Primary School, we strive for educational excellence.

PREP 2024 OPEN MORNINGS AND AFTERNOONS

TERM 2:

• Thurs 27th April

9.30 - 10.30am & 4 - 5pm

• Tues 2nd May 9.30 -10.30am

• Thurs 4th May - 2024 Prep

Parent Information Session -

6.30 - 7.30pm

• Tues 16th May 9.30-10.30am

• Thurs 18th May 4 - 5pm

• Tues 30th May 9.30 - 10.30am

• Thurs 1st June 4 - 5pm

• Thurs 8th June - 2024 Prep

Parent Information Session6.30 - 7.30pm

• Tues 13th June 9.30 - 10.30am

TERM 3:

• Thurs 13th July 9.30 - 10.30am

• Tues 18th July 9.30 - 10.30am

• Thurs 20th July 4 - 5pm

Glendal Primary School

CHOOSING a school for your child is a very important decision especially when, in our particular region of Melbourne, there are so many strong and quality schools.

Glendal Primary School is a large multi-cultural school in Glen Waverley with excellent facilities. I have been the principal here for almost seventeen years and have seen the school grow and develop over that time. We focus on continual improvement, meaning that we are always looking to improve our students’ learning environment and experiences. Importantly, we provide differentiated learning for all our students, supported by a strong student wellbeing program. Students engage in a range of high quality programs in many areas including The Arts, Science and Robotics, P.E. and Sport and Languages (French and Mandarin). We extend all children’s emotional and intellectual growth, supporting the learning of our gifted and talented students as well as those that need additional help, with a range of special programs and expert teacher support. Our Language and Performing Arts programs are extended with Bollywood and Chinese dancing. Our dance groups are able to perform on our own stage at school assemblies and other events.

Our school is very well supported by our parent community and we work in partnership with our families to promote the educational growth, health and wellbeing of our students. Our Twilight Picnic, organised by our Glendal Parent Group, is held in early March and is a very popular community event. The Picnic is a wonderful opportunity for families to see students performing, meet other families and staff and generally have fun.

Our comprehensive Student Wellbeing program focuses on the value of Respect, underpinned by the qualities of Responsibility, Teamwork, Resilience, Community and Creativity. We take pride in our Health Centre where our school nurse takes a very proactive role in managing student allergies, health issues and First Aid and in promoting healthy eating habits.

Interactive technology is used as a tool to enhance learning across the school. We are continually expanding our Interactive Communication Technology equipment, resources and skills to promote engagement and

extension in learning. Students, for example, have access to iPads, computers, laptops and are engaged, in the senior school, in making and presenting films. Robotics, for example, is a wonderful problem-solving program in which all students in years one to six participate. Our Foundation (Prep) students have been interacting with our humanoid Nao robot recently. Year five students program the Nao robot including designing a program where Nao dances to the old song YMCA. Our students can also perform Tai Chi along with the robot.

We are honoured to again represent Australia at a prestigious, international robotics championship event. Early in term 2 our students will travel to Texas, USA, to participate in the VEX world Robotics Championships. We are thrilled to be meeting with children from many countries and extend our global relationships in the context of a friendship building robotics tournament.

Our students are really quite delightful and keen to learn making our school a happy place to work.

Our website, www.glendalps.vic.edu.au is filled with more detailed information about our school, or, come and see for yourself on one of our school tours which start at the school office at 9.30am each Tuesday during term time.

Deborah Grossek, Principal

Glendal Primary School

Glendal Primary offers:

• Dedicated, professional high quality staff

• State-of-the-art Robotics and Science Facilities

• Language programs in Mandarin and French

• Opportunities and excellence in learning

• Environment and sustainability program

• Happy children who are learning successfully Children flourish and learn at Glendal

Please see our website for a virtual school tour School tours are held on-site at 9:30am, Tuesdays, during school terms.

Principal: Deborah Grossek

Phone: 03 9803 1330

Address: 55 Nottingham Street Email: glendal.ps@education.vic.gov.au

Glen Waverley VIC 3150 Website: glendalps.vic.edu.au

Continued from page 10

■ If your child stays in bed, praise them.

■ Behaviour change can be challenging and it may take some time before you seeimprovement.

5. Reinforcement

Rewards are an important part of any behaviour change.

■ The idea is to focus on success, not on failure give rewards immediately.

NIGHT-TIME WORRIES

It is not unusual for some children to have nighttime worries or fears. Sometimes parents will describe their child as being ‘a bit of a worrier’. Helping them overcome their night-time worries teaches them skills they can use in other areas. Some children suffer from a more general anxiety which may need further treatment.

Talking about it

Younger children may say they fear the dark or monsters. Older children may not be able to say what they are worrying about but have trouble falling asleep. They often worry about not being able to sleep and will tell you “I can’t sleep”. It is important not to disregard your child but at the same time you shouldn’t give too much importance to irrational fears. It is important to give your child the message that you have confidence in him to deal with this. Therefore acknowledge his feelings but support him in dealing with them in a positive and independent way. It is a good idea to discuss it during the day, away from their bedtime. During the day your child is more likely to be feeling confident and can reason.

Routine

It’s important to stick to your child’s routine. Your child may need reassurance and support but try to avoid getting into a routine that has your child depend on you to fall asleep, such as having to lie with him, or having the child in your bed. Being firm in limit setting makes your child feel safe. It also tells him you have confidence in him to manage this. Giving in to his requests may give him the message that he is not going to be OK and that there is something to worry about.

Externalising fears

This is a way of taking your child’s fears and worries and giving them to someone else to worry about, or putting them somewhere else for the night.

■ ‘Monster traps’ are something many children and parents have found helpful. This can be talked about and set up during the day and is a way of making the child feel safe. Be creative with it.

■ Worry box’ works in the same way for older children with vague worries. They can put the worries in the box and think about them tomorrow.

■ A special ‘fairy’ or protective ‘dragon’ is a way of using a child’s imagination in an adaptive way. The fairy or dragon looks after them and takes away their worries. Planning this ahead of time and talking about it during the day, when they feel confident, will help them feel confident at night.

Relaxation

Even young children can learn relaxation techniques. These include breathing exercises, muscle relaxation and positive imagery (going to a happy place). This has many benefits. Concentrating on relaxation is a distraction and can stop your child worrying.

■ Night-light - As long as it does not stop your child from falling asleep a dim night-light can be used.

Positive reinforcement

Children often get lots of attention for having fears or worries which may encourage the behaviour. It is important to reward children for being brave and for managing their worries. Sticker charts work well even in older children. Break the process down into different parts and reward your child for each part so that they feel they are doing well.

Dr Anita D’Aprano and Dr Margot Davey

For further information contact the Melbourne Children’s Sleep Centre site

www.monashchildrenshospital.org/page/ Parents/Melbourne_Childrens_Sleep_Centre

Older children may not be able to say what they are worrying about but have trouble falling asleep.

Join us to prepare for school in 2024!

Hartwell Primary School extends a very warm welcome to all parents of children who will be school in 2024

Prep 2024 Information Evening

who will be beginning school in 2024.

We share with you the excitement and the responsibility of ensuring your children enjoy a happy, secure and successful education at our school. It is indeed a pleasure to work with your children.

Hartwell Primary School has a strong history of excellence in learning and prides itself on providing a challenging and comprehensive curriculum for each child in a caring and stimulating environment.

We aim to facilitate success in learning and encourage children to develop their full potential, academically, emotionally, physically and socially. We actively encourage the development of confident, articulate and independent learners who demonstrate self-discipline, self-reliance and a pride in themselves and their school in a 21st century learning environment.

Learn about the Prep curriculum, discover the learning spaces, meet the teachers and hear about all the activities that make Prep such a special year at Hartwell.

Wednesday 17th May at 7pm (Onsite)

Tuesday 18th July at 7pm (Virtual – Webex)

Hartwell

Milverton Street, Camberwell. 3124

School Tours Onsite

every Tuesday at 9.30am from Term 2 (2nd May 2023)

& Saturday 20th May at 9.30am

Transition Program

Join us to prepare for school in 2024 in Term 3 and Term 4

Hartwell Primary School extends a very warm welcome to all parents of children who will be beginning school in 2024. We have a number of opportunities for you to join us during the 2023 school year to support your family with a successful transition to primary school.

For information about school tours and transition call (03) 9889 4012 and view our website: www.hartwellps.vic.edu.au

Playing is Learning

Trust Respect Doing your Best

Heatherhill Primary School’s mission is to provide a secure, caring, and harmonious environment where students learn the knowledge, skills, and values they need to contribute to and live happily in society. The school maximises each student’s potential to achieve academic and social success and celebrates and embraces diversity. The values of the school are Respect, Trust and Doing Your Best.

At Heatherhill Primary School, we work together with our families to ensure every child reaches their full potential to be the best they can be.

Address: 959 Heatherton Rd, Springvale VIC 3171

Telephone number: 613 9546 7562

Website: www.heatherhillps.vic.edu.au

Email: heatherhill.ps@education.vic.gov.au

James Cook Primary School

LOCATED at the gateway to Endeavour Hills, James Cook Primary is a school with strong values, providing positive learning opportunities and a well-rounded education. Confidence, a sense of belonging, along with a growth mindset are developed through our engaging and challenging curriculum. We enjoy all the benefits associated with our cultural diversity and cater to the needs of all students. Our school provides students with a happy and active start to their schooling in a safe and secure family environment. James Cook Primary School is the school of first choice for many parents and carers. We enjoy a highly regarded reputation for welcoming our community into our school.

James Cook Primary School is committed to delivering excellence in education in a culture of high expectations. Our dedicated teachers commit to strengthening their capacity for teaching, to ensure your children receive high-quality teaching and learning. James Cook Primary School challenges students to be actively involved in their learning and strive to be the best they can be. Parents work in partnership with our staff to ensure the best outcomes for all learners.

Parents’ support and involvement are essential to the success of our students. We encourage parents and carers to become involved in their child’s learning. Our School Council welcomes your support and interest and is a welcome opportunity to work closely with other parents and staff to enhance the learning experience for

our children here at James Cook Primary School.

Students at James Cook are happy, caring and enthusiastic about their learning.

Our school boasts a range of learning spaces and facilities that enable the delivery of a variety of enhanced learning programs; Four open and flexible learning modules, a multipurpose hall, a Library-Specialists’ Centre, ‘Cook’s Kitchen’ classroom kitchen and a Visual Arts Centre. The James Cook Primary School community is committed to environmental sustainability.

Our highly invested Student Voice and Engagement Team, of students from Years 2-6, represent our student body ensures a studentcentred environment. Student-led community activities are a highlight on our school calendar each year, with our school assemblies led by our student leaders each week.

We are proud of our community partnerships at James Cook Primary, including those with Food Bank Breakfast Club, Kids Hope Mentoring, Sporting Schools Activities and TheirCare Before-and-After School services.

Come and see for yourself. We are now taking enrolments for 2022. School tours for families wishing to enrol their children are conducted every Friday at 9:15am. Please contact our reception to reserve your place, on 97002601.

Anne Burgess, Principal

JAMES COOK PRIMARY SCHOOL

You can access the latest issue the latest issue of James Cook Primary newsletter, on our website: jamescookps.vic.edu.au

James Cook Primary School

29-53 James Cook Drive

Endeavour Hills, 3802

Ph: 9700 2601

Email: james.cook.ps@education.vic.gov.au

Believe to Succeed

We fully embrace our school motto, “Believe to Succeed,” as we believe that all children can, and will, achieve to their fullest potential.

• Celebrating cultural diversity and inclusiveness

• High expectations for excellence

• High quality teaching and learning

• Strength in home-school partnerships

• Welcoming and safe

12534919-HC20-22

Bullying and young children

YOUNG children are confused about bullying, but new research from the University of South Australia is providing important insights on how to prevent bullying by improving children’s understanding of the concept itself.

Trialled in four South Australian junior primary schools, the proof of concept study was conducted by bullying prevention experts Dr Lesley-Anne Ey and Associate Professor Barbara Spears from the University of South Australia, with funding from the World Organisation for Early Childhood Education (OMEP).

Despite limited research on understanding bullying in the early years, Dr Ey says there is evidence that bullying takes place in all forms from an early age. She says children have limited understanding of bullying and that more needs to be done to explicitly educate younger children about it so as to contribute to the prevention of lasting problems associated with these behaviours.

Dr Ey and Associate Professor Spears interviewed 99 children, aged 5-8 years, from four trial and two comparison junior primary schools to assess their understanding of bullying.

Teachers from the four trial schools worked collaboratively within their schools to develop and implement a tailored 10 lesson bullying prevention initiative to meet the needs of their children’s level of understanding. The children were re-interviewed afterwards to determine if their level of understanding had improved.

Before the prevention initiative, the children showed a limited grasp of bullying. While over half related it to being aggressive, very few understood other core features of bullying, such as repetition, intent to harm, and an imbalance of power. As such, they confused bullying and nonbullying acts of aggression, such as a once-off conflict or act of “meanness”.

Children in the four trial schools were asked what bullying is: 17% mentioned repeated behaviour, 14% mentioned intent to harm, and 4% mentioned an imbalance of power.

After the prevention initiative, 51% included repetition in their responses, 30% included an intent to harm, and 16% an imbalance of power.

The children were also shown cartoon images of play, bullying, and non-bullying aggression (such as a once-off conflict between kids). They

were asked to decide whether or not each image depicted bullying.

After the initiative, although children still demonstrated some confusion about bullying and aggression only scenarios, they were much more likely to use the core concepts of bullying in their reasoning for why they thought the scenario was bullying. For instance, their mention of repeated behaviour when viewing cartoons depicting bullying, rose from 59% to 78%.

Children who had been in the prevention initiative were more likely than those in comparison schools to recognise the concept of a single act of aggression in the non-bullying scenarios. They were also more likely to identify an intent to harm in images of bullying behaviour.

Dr Ey said she was surprised to see how quickly the children improved on their understanding of the core concepts for thinking about bullyingparticularly the youngest children in the group. According to Dr Ey, these concepts are foundational for children to develop an accurate understanding of the issue. Such an understanding, in turn, is critical to prevention.

Dr Ey said she was surprised to see how quickly the children improved on their understanding of the core concepts for thinking about bullyingparticularly the youngest children in the group. According to Dr Ey, these concepts are foundational for children to develop an accurate understanding of the issue. Such an understanding, in turn, is critical to prevention.

The 12 teachers who implemented the tailored prevention initiative all said they intended to use it again. Most found that it was easy to use and was very engaging for students, and the cocreation process was highly engaging for them. “[I learnt] more about what is going on in the lives of children with whom I work,” said one. “This is such an important area to work sensitively with children.”

Associate Professor Spears said that if teachers use data about bullying from their own classes to inform their practice, they can identify the areas which they need to explicitly teach, creating a suite of lessons tailored to their contexts, and which align directly with the Australian Curriculum.

“This research has shown that when teachers construct a program specific to the needs of the children in their context, it works,” said Dr Ey.

“What we have done here is just the tip of the iceberg. Children as young as five years old have been able to learn the key concepts of bullying in a very short amount of time.”

“If an anti-bullying program was implemented from reception and built upon each year, I believe that children would have a clear understanding about bullying by the end of junior primary.”

“Further research to retest children’s knowledge after a period of time would strengthen these findings.”

Sources:

Lesley-Anne Ey & Barbara Spears. (2018). Supporting early childhood educators to address bullying in junior primary classes through the co-creation of anti-bullying interventions and resources: A Proof of Concept Study https://mediacentrefor educationresearchaustralia.cmail20.com /t/d-l-bhdhrtt-jrykgkjkk-r/.

A report for the Organisation Mondiale pour l’Education Préscolaire (OMEP) (World Organisation for Early Childhood Education).

Alternate link: doi.org/10.25954/5be36ba6aaf59

Knox Central Primary School

Knox Shopping Centre, Knox Central Primary School is a small school with a big heart that inspires curiosity and creativity in our students. We offer an engaging and caring learning environment for children from Foundation to Grade Six. Joining a school is a major milestone in your child’s life, and in your family’s too, and we look forward to warmly welcoming you into our school community.

Our school offers a vibrant and challenging curriculum, with extremely high standards and a focus upon achieving the learning goals of each individual child. We ensure that all students are supported, challenged and encouraged to be their best, by designing and providing targeted, differentiated learning programs.

Knox Central Primary School students achieve exceptional academic results, and our focus as a school is on ‘learning growth’; which can be

least 12 months of curriculum growth for each year of schooling. At Knox Central Primary School, we are small school, which go far beyond the realms of just academic achievement. Small schools present unique opportunities for social emotional growth, relationship building and high expectations both in and out of the classroom.

Arrange a personal tour of the school with our principal Lisa Burt, by calling

her directly at lisa.burt@education.vic. gov.au. You will experience the warm, nurturing feel of Knox Central and visit our spacious classrooms, STEM lab, gym, library and green screen studio, sensory garden and large play areas. We look forward to sharing our school with you.

Mentone Park Primary School

AT Mentone Park Primary School we ignite and foster a passion for learning that begins from your cherished first day of school and extends well beyond the proud day our students venture into a world of possibility and wonder.

We value the relationship we have with every student and their family. Our staff are committed to personalised point of need teaching that both supports and extends every students capacity to be their very best whilst also allowing them to engage with a variety of new and exciting curriculum offerings. From high quality Literacy and Numeracy programs to STEAM, PE, Visual Arts and Auslan every student who attends Mentone Park will create memories with friends that will last a lifetime.

The principle goal of education should be creating men and women who are capable of doing new and exciting things, not simply repeating what other generations have done. Our purpose at Mentone Park Primary School is to guide and support every student along their personal journey to their personal success.

For further information regarding the below dates please refer to our website under the enrolment tab.

Foundation Classroom Experience/Transition dates for 2023

■ Term 2 - Wed May 17th & Tues 30th, Mon June 5th - 9:15 - 10:30 - Education Week May 15 - 19

■ Term 3 - Wed July 19th, Fri Aug 18th (Experience in our S.T.E.A.M program) & Tues Sept 12th9:15-10:30am - Science Week - August 14 - 18

■ Term 4 - Transition Sessions - Wed Oct 11th & Tues 24th, Thurs Nov 2nd & Fri 17th & Tues Dec 5th - 9:15-10:30am

Mentone Park Primary School ……… Come and feel the difference

Please call 9583 4935 and organise your personal tour with our principal, Mr Cameron Agars, at a time that suits you and your family.

Our purpose at Mentone Park Primary School is to guide and support every student along their personal journey to their personal success.

Mossgiel Park Primary School

AT Mossgiel Park Primary School our purpose is to develop excellence by providing a stimulating and relevant curriculum. We inspire curiosity and creativity amongst our students by customising how and what we teach. Children of all ages learn skills that will benefit and prepare them for tomorrow’s challenges. Our focus is to develop knowledge and skills in students through authentic and relevant experiences, where the learning areas and capabilities of the Victorian Curriculum are integrated. Through our specialist programs, students are given opportunities to engage in Visual and Performing Arts, Music, Physical Education, Digital Learning specialist subject and an AUSLAN program. Technology is an integral component of every child’s development. All students have an opportunity to develop their digital competencies through their exposure to a range of digital resources. Our explicit teaching and learning program is engaging and promotes a love of learning.

Mossgiel Park Primary is deeply committed to developing the whole child with a positive school spirit fostering students to be self-aware, resilient and to mature with a growth mindset.

Our educational experiences support students in becoming confident individuals, enabling them to manage their emotional and physical wellbeing. We are committed to developing positive relationships within and beyond the school environment, nurturing students to be socially aware ethical decision makers and global citizens. We help students form and maintain healthy relationships by exploring and learning to understand and establish positive relationships, working effectively in teams and handling challenging situations with courage, persistence and determination.

To further support the development of positive relationships at our school, students are guided to make responsible decisions based on our values. Students also learn about diverse cultures in ways that accept similarities and differences, create connections with others and cultivate mutual respect.

Families are welcome to book a tour of the school with Lynn Ordish (Principal) by calling the office on 9709 7777 or emailing (mossgiel. park.ps@education.vic.gov.au).

Milgate Primary School

MILGATE Primary School is a warm and friendly school community, located in East Doncaster. Enjoying a rich multicultural community, Milgate’s school wide teaching philosophy is founded upon a commitment to empower students to ensure they will succeed as responsible global citizens and independent self-learners within today’s rapidly changing world - socially, emotionally, physically and academically.

As an accredited International Baccalaureate School offering the Primary Years Program, we provide a dynamic, inclusive learning environment that challenges students to become inquirers, thinkers and caring young people who are able to interact in the global society with respect and intercultural understanding.

Social and emotional learning is embedded across the curriculum and through partnerships with the school, parents and wider community developing student self-awareness, empathy and relationship skills as well as a sense of community and belonging.

Transition and Discovery

At Milgate Primary School we have an extensive Transition Program that prepares our Foundation students for school. In addition to numeracy and literacy, we run a discovery play-based program which involves choice, promotes agency and provides opportunities for students to inquire into important concepts and personal interests. We use the environment as the third teacher and through our different learning spaces students can investigate, problem solve, create and represent their learning in a variety of ways.

Facilities

Situated within the peaceful and leafy Milgate Park Estate in East Doncaster, Milgate PS offers outstanding grounds and classrooms equipped with modern technology to support 21st century learners.

Our commitment to maintaining our facilities is evident when you enter our school grounds.  We take great pride in our school as we feel it represents the hard work and commitment of our learning community.

New playgrounds and shade areas, landscaping and garden spaces have been created to provide outstanding facilities for all our community members. Our expansive grounds feature a

gymnasium, synthetic soccer pitch, oval, outdoor courts and a vegetable and sensory garden.

Specialists

Our Specialist programs provide rich learning experiences for all students at Milgate Primary School. The Visual Arts and Performing Arts programs allow students to express themselves creatively and celebrate their learning with the wider community through the Art Show and School Musical. Our Phys Ed and Outdoor Education program introduces students to fundamental motor skills, and progressively develops skills in camping, adventure activities and social interaction. The Mandarin Language program develops students’ language awareness and skills in listening, speaking, reading and writing Mandarin.

Enrolments at Milgate Primary School are open now for students starting Foundation next year. Please see our website for enrolment forms and procedures. Our virtual tour is also be available to view on our website. We welcome enquiries by email or telephone if you have any queries about enrolling your child at Milgate.

E: milgate.ps@eduation.vic.gov.au

P: 9842 7744

W: milgateps.vic.edu.au

Officer Primary School is committed to providing a safe, supportive and inclusive environment for all students. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We promote the philosophy that all children can learn and become effective learners. As a learning community, made up of parents, staff and students, we hold high expectations of self and others. Our purpose is to equip the learning environment with the best human and physical resources so that our students are supported to:

• Achieve their full educational and personal potential

• Strive for excellence

• Participate in innovative teaching and learning experiences

• Develop independence and resilience

• Become effective and productive members of a global society

We place great importance on building authentic relationships with parents and caregivers, to promote high levels of involvement in the development and learning of their children.

VALUES

Excellence - Striving for personal best as an individual and a a member of a team

Respect - We value the rights and contributions of staff, students and community members

Kindness - We are compassionate and show concern for others

Honesty - Being truthful to myself and others

Resilience - Bouncing back when things get tough by being a positive problem solver

Officer Primary School provides a sharing, caring and friendly family atmosphere. Students are the highest priority and are always treated with consideration and respect. They are encouraged to accept responsibility for their own physical, academic, social and emotional development. The individual rights and needs of every child are recognised in all aspects of school life. Our school is committed to the provision of an exciting and challenging learning environment.

The school is very proud of its more than 130 years of history as the key provider of primary schooling in the area and the strong links it has built with Officer families. As an established school we provide attractive grounds, enhanced by a number of stately mature oak trees that provide shade and protection from the summer sun. There are numerous areas for students to play, learn and relax. The more traditional layout of our classrooms provide families with an alternative to open learning environments offered at the more modern local schools.

Our school motto Learn to Live, Live to Learn is strongly reflected through our daily practice in teaching and learning. We recognise that for students to become engaged learners, the learning environment needs to value and build upon individual strengths and provide support for individual needs. Our teaching and education support staff work hard to enhance the learning outcomes for all students in literacy and numeracy, through explicit teaching and differentiated learning tasks. The academic program is complemented by a range of extra curricula programs that provide opportunities for students to explore and develop their strengths and interests. Some of these include school camps and excursions programs, instrumental music lessons, sporting clinics, inter school sports, athletics, Cross Country, Hooptime, leadership programs and State Schools Spectacular.

Parents can also choose to be involved in volunteering to help with school activities such as sports, Breakfast Club, excursions and supporting in the classrooms.

OFFICER PRIMARY SCHOOL PRIMARY

• Specialist subjects offered are; Visual Arts, Digital Technology, PE and Auslan

• Extra-curricular Programs include; House System, Athletics, Cross Country, Swimming, Instrumental Music, Camps, excursions, inter-school sport and Hoop-time

• Student Enrichment Program

• Intervention Supports

• Whole School Wellbeing Team

• School Chaplain

• Small class sizes

• Traditional classrooms

• Buddy Program

• State School Spectacular

• Smiling Minds Program

• Sporting Clinics

• Leadership Programs across whole school

Enrolments by appointment in Term 2/3.

Please contact the school to make an appointment with the Principal.

Address: 13-18 Tivendale Rd, Officer

Contact email: officer.ps@education.vic.gov.au

School Website: www.officerps.vic.edu.au

SCHOOL VALUES:

Solway Primary School

Primar y School

As of Primar y School, I am of our wonderful school community is at the centre of with the school and valued for the of time , energy that its members br ing to

As Principal of Solway Primary School, I am extremely proud of our wonderful school community. Solway is at the centre of a connected community, actively involved with the school and valued for the generosity of time, energy and expertise that its members bring to the school.

‘OUR BEST ALWAYS’

motto the school’s work ethic and is reflected the entire school

Our pur pose is to and stimulate all students to reach their

Solway’s motto exemplifies the school’s work ethic and is reflected through the entire school community. Our purpose is to challenge and stimulate all students to reach their full potential in a safe and supportive environment.

And they do - consistently achieving academic results above the state benchmarks in both English and Mathematics.

AN ENGAGING CURRICULUM

above the state benchmarks in both and AN student learning needs are met through a to curr iculum deliver y and

and additional support is its students an Inquir y to and offers a 1:1 Your Own iPad progr am. At we are committed to the

learners. To achieve this, we the on

All student learning needs are met through a developmental approach to curriculum delivery and differentiated classroom teaching programs. Extension opportunities and additional learning support is provided. Solway engages its students through an Inquiry approach to learning and offers a 1:1 (Bring Your Own Device) iPad program. At Solway, we are committed to the development of globally aware, civically minded life-long learners. To achieve this, we recognise the importance of educating the ‘whole child’, which includes a strong emphasis on wellbeing.

School tours for prospective parents commence in March, at 9:30am on select days. Appointments are necessary and can be made through the School Office. I encourage new families to visit the school and see for themselves the wonderful learning environment Solway has to offer. A transition program for new students awaits.

March, at 9:30am on select are Office . I new families to visit the school and see for has to offer. A transition program for new students

I look forward to meeting with you.

I look forward to meeting with you.

Lyn Rodda PRINCIPAL

MODERN FACILITIES AND SPACIOUS GROUNDS

Solway Primary School boasts modern, flexible learning spaces and outstanding facilities for students and staff. Our extensive and well-maintained grounds provide students with safe, fun and varied play spaces, including:

• A designated Prep area with large shaded sandpit and playground

• Plexi-paved netball and basketball courts

• Mini soccer field

• Wildlife corridor

• Kitchen Garden

STIMULATING SPECIALIST PROGRAMS

Our students are encouraged and supported to explore their passions and extend their skills through specialist programs and enrichment activities.

• Performing Arts

• Physical Education

• Visual Arts

• Japanese

• Science

• Library

EXTRA CURRICULAR OPPORTUNITIES

To support the school’s curriculum areas, some of the many programs offered include:

• Swimming Classes

• Tech Club & Robotics

• Lego Club

• Chess Club

• Art Extension Program

• Hoop Time (Basketball)

• Japanese Club

• Singing Club

• Instrumental Music Tuition

• Camps

• Student Leadership Program

• Japanese Homestay Program

SUSTAINABILITY

Solway is incredibly proud to have achieved its 5-star sustainability accreditation and promotes the value of responsible energy use, water efficiency, waste management and environmental awareness through whole school programs and practices.

OUT OF SCHOOL HOURS CARE

An accredited before and after school care program is conveniently located here at Solway Primary School, with extended hours to help you juggle work and home. www.teamkids.com.au

We look forward to welcoming you to our vibrant school community. To book a tour, phone 03 9813 9700 or email solway.ps@education.vic.gov.au

For more information, please visit www.solwayps.vic.edu.au

Syndal South Primary School

SYNDAL South Primary School is located within the City of Monash in Mount Waverley, in a leafy, park like setting. We sit in amongst the houses in a local neighbourhood. Many of our students come from families who speak a language other than English enriching the cultural diversity of the school.

At Syndal South Primary School we provide educational excellence through vibrant teaching and innovative learning programs in an affirming, secure and stimulating learning environment. We offer a cohesive and sequential program that reflects current research on how students best learn, developing all students’ capacity as learners through our commitment to quality teaching, personalised learning, and a differentiated curriculum.

Our curriculum is challenging and relevant and caters for the diverse abilities and needs within our learning community. We aim to develop in our students a love of learning, strong communication skills, the ability to be confident, responsible, creative, and critical thinkers and to be socially connected, independent and resilient. We celebrate a history of strong academic achievement. We provide specialist programs in Science, Art, Music, Physical Education, LOTE (Japanese).

In addition, we provide a varied range of enrichment opportunities, competitions, and programs to students of high potential and talent. Instrumental tuition is available. Design and technology and digital technologies are integrated purposefully, and continuous improvement of student and teacher learning is embedded in our school culture, demonstrated by learning that is meaningful and rigorous.

Extracurricular opportunities are offered in academic, performing arts, visual arts, and sport. All students are valued, and differences are accepted within an inclusive and supportive school environment; one which promotes selfesteem, collaboration, learner agency, and a strong student voice. Throughout the year, students participate in programs which practice and embed human values and encourage a sense of community and personal responsibility.

The school highly values education as a partnership of students, staff, parents, and the local and wider community. Parent participation in classrooms and extra-curricular activities is strongly encouraged and valued.

It is our ethos that every student has a successful, enriching, inspiring learning experience every day.

It's all about balance

Learning is fun

Westall Primary School community values are:

• Fairness

• Excellence

• Kindness

• Creativity

At Westall Primary School we believe all students have the right to equal access to a high quality education and that all students can achieve their potential through building strong partnerships between parents and teachers.

The school promotes educational activities and initiatives that help to create a learning environment that is engaging for students and integrates with the social and creative life of the community.

We place a high priority on developing our authentic, meaningful curriculum that includes;

• Personalised learning involving student collaboration.

• Explicit teaching, time for practise, real life experiences and Inquiry learning.

• The Sounds-Write program which is one of the best, if not the best, literacy program a school can choose and has been tried and tested in many English speaking countries across the world including many states of Australia.

Principal: Mr Peter Jeans | Ph: 9546 8964

Young children learn Math through play

MATHEMATICAL Playworld is a new teaching model motivating young children to engage in mathematical problem solving. The model, developed by Dr. Liang Li and Dr. Leigh Disney of Monash University, was used in a recent study, published in the Mathematics Education Research Journal, to understand the most effective means of supporting young children’s maths learning in a play-based program.

Dr. Li says, ‘Early mathematics learning is a powerful predictor of children’s mathematics achievement in school and previous studies have shown that young children have significant capacities to learn and master mathematical concepts at a very early age.’

‘Past research indicates the importance of problem solving as a mathematical process yet there is little research on the ways young children engage and process this information. This particular study focuses on how young children process mathematics information through playbased problem solving in early childhood settings.’

Mathematical Playworld takes its lead from Conceptual PlayWorld, a model of intentional teaching developed by Laureate Professor Marilyn Fleer also of Monash University. According to the researchers, ‘The playworld begins with a selected story, whereby children and adults build emotional connections with story characters before they collectively enter the playworld.’

‘Previous research shows imaginative play is the leading activity for pre-school aged children. The world of imagination and storytelling enables children to imitate the roles of adults and to explore cultural knowledge, such as mathematical concepts, and develop their conceptual thinking.’

Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. The study showed that children’s meaningful learning process can be improved by active engagement with teachers. As Dr. Li explains, ‘Teachers play a pivotal role as active co-players and co-creators engaging in the sustained shared collective imaginary situation with the children.’

‘This study - with a specific focus on the development of algebraic reasoning of creating

repeating patterns in play - found that, ‘Young children’s problem-solving process became personally meaningful for them in the Mathematical Playworld activity setting.’

The study builds on previous research which showed, ‘Exploring patterns in the early years is seen as an important introduction to algebraic thinking as children begin to notice similarities and differences between and among patterns, create rules to describe relationships, and eventually represent those relationships using symbols.’

According to the researchers, ‘The improvement of children’s mathematical thinking is achieved by the appropriation of cultural tools in meaningful contexts. Learning is embedded using narrative frameworks to dramatize the maths problem and engage children in the problem-solving process.’

In an initial engagement between teachers and students for the study, teachers chose to begin with the storybook, Room on a Broom (Donaldson, 2003) because they observed the children were very interested in stories about witches. ‘The teacher’s believed the story context would motivate the children whilst also linking closely to mathematical concepts, such as, “How much room on the broom?” The story evolved with the teachers and children both playing character roles and bringing the story to life. The teachers then dramatized an emotionally charged mathematical problem, i.e. “How many people can fit on the broom to go the witches’ party?” and the children were fully engaged in the mathematical problem solving.’

Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills.

The researchers, both with backgrounds as early childhood teachers, say the study was motivated by their own classroom observations and the belief that, ‘It is important children have a sense of ownership in their learning.’ Dr. Disney says, ‘The teaching of mathematics needs to focus on the process of problem solving rather than drill and practice of mathematical skills at an early childhood level. It requires a frame where children are part of the learning process as active and engaged learners and where teachers can imbed teaching practices in play.’

The study by Li and Disney was conducted over a seven-month period and based on observations of children and teachers interacting with the program in an early childhood setting. ‘One of the aims of the project was to explore how the Mathematical Playworld creates conditions that support children’s mathematical thinking and conceptual learning in play-based early childhood settings.’

‘The study contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation by considering how learning processes become personally meaningful for children and by exploring teachers’ role in play for supporting children’s mathematisation.’

The researchers say the teaching model, ‘Builds

motivating conditions for young children to learn mathematical concepts in play and provides children with a solid foundation for entering the school environment.’

Li and Disney believe Mathematical Playworld has the potential to be a key learning tool for early childhood teachers within play-based settings. They plan to extend their current successful study to include more early childcare settings.

Li, L. & Disney, L. (2021). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal.

For more information or an interview, please contact Dr. Liang Li at Monash University at liang.li@monash.edu and Dr. Leigh Disney at Monash University at Leigh.Disney@monash.edu

The story evolved with the teachers and children both playing character roles and bringing the story to life.

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