ELC - Primary Learning Guide - 2024

Berwick Lodge Primary School - pages 12, 13, 82 & 83

Contents - page 81

Heathdale Christian College - pages 32 & 33

Hume Grammar - pages 34 & 35

Nunawading Christian College - pages 54 & 55

Parkmore Primary School - pages 56 & 57

Upper Ferntree Gully Primary School - pages 68 & 69

Wesley College - pages 72 & 73

Xavier College - pages 4, 5 & back cover

Photo provided with the compliments of Sacré Cœur For further information refer to pages 2, 3, 58 & 59

Xavier College

XAVIER College has recently restructured its Early and Middle years experiences in a comprehensive realignment and recrafting of its overall College program.

Extending upon its co-educational Kindergarten for 3- and 4-year-olds, Xavier is moving to a 2-year staged model of educational delivery from Prep to Year 12. This will coincide with a comprehensive building program to enhance every aspect of each campus.

Our Junior School (P-6) program is now set at the magnificent Burke Hall Campus. Operating from the beginning of the 2024 school year, it has maintained an aligned and progressive curriculum journey for Prep to Year 2 (Stage 1 housed in its contemporary St Louis Building), through Years 3 and 4 (Stage 2) and into Years 5-6 (Stage 3) that also acts as a significant point of entry for many students and families. Our other key entry point of Year 7 is now accommodated in an exceptional, new state-of-the-art Year 7 & 8 learning precinct at the Senior School, which opened at the beginning of this school year.

As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners. Our distinctive Jesuit character underscores these learning and life values, whereby our future graduates are formed with an intentional mindset to be authentic, spiritual, positive, inspiring, resilient and empathetic. These ASPIRE qualities are infused through each age and stage, where our educators deliver a holistic curriculum designed to encourage students to be curious, ask questions, make discoveries, collaborate, reflect and think independently.

There is a strong emphasis on action and preparing our students for a life of service, instilling in them a genuine commitment to serve others.

Opportunities are not limited to the traditional classroom setting. Primary students are engaged with our Integrated Expeditions and Outdoor Education program from an early stage, teaching them to engage the head, heart, and hands in meaningful ways and to transport classroom learning to the real world. In 2024, the APS Sports Program includes 18 different sports on offer for Years 5s & 6s. Such a diverse range of activities assists the students’ development of technique, skill level, game awareness, sportsmanship and

As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners.

encourage a lifelong love of sport. Our extensive visual and performing arts program builds confidence and performance skills in our students as well as broadening a young person’s social circle.

The study of Science, in specific use laboratories, allows students to develop curiosity in the natural world, the physical world, earth and space sciences and chemical sciences. Alongside content knowledge, the practical aspects of science are taught through investigations, experiments, testing and observations, aspects which are most at play in our purpose built Sports Science Centre. We also offer an age appropriate experiential and adventurous Digital Technology curriculum which promotes creativity and flexible thinking. One way we enable this is through the integrated study of Digital Technologies and innovation across all curriculum areas. By providing these integrated experiences, students have the opportunity to critically and creatively pursue a depth of learning that is dynamic and impactful.

Music continues to flourish at Xavier, a historic program where from Kindergarten students engage through a vibrant classroom music program, where the focus is “learning by doing”. Instrumental programs for students in Years 3, 4 and 5 allow each student an opportunity to experience being a musician, and this leads to involvement in the extensive instrumental, choral, classroom and ensemble programs.

At Xavier, we understand the crucial importance of a rich Primary education in laying the foundation for the future of your child. We strive to ensure the Early Years experience is a joyous one for every child. From skills, passions and work ethic to selfimage and finding their place in the community, the journey begins here.

ADDRESS

Enfield Dr, Bayswater VIC 3153 (03) 9729 2862

Principal Mr Bret

Mottrom

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.

Thursday 16th May, 9am - 11am

Saturday 18th May, 10.30am

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Belle Vue Primary School

Our Vision

TO create lifelong global learners who are prepared for their future and who will strive to continually improve themselves, their community and the world.

Our Mission

To foster a safe and stimulating learning environment where all students will be supported to achieve their full potential academically, socially and emotionally.

Warm greetings to you, and I thank you for taking an interest in Belle Vue Primary School for your child. Belle Vue Primary School is a small school with a big heart, situated in Balwyn North with spacious, well-maintained grounds, and wellequipped facilities. Belle Vue Primary School has been providing high quality education for over 60 years and we have some exciting changes in the years ahead, that we would love you to be part of. We believe that every child has the right and capacity to learn and succeed. Belle Vue Primary School consistently achieves exceptional academic results, whilst ensuring to meet the wellbeing needs of all our students.

My priority as principal is to ensure our students are supported and encouraged to achieve their very best. One of the key enablers of improving student health, wellbeing and learning outcomes is through a sustained and strong Home-School Partnership. At Belle Vue Primary School, we take pride in a strong culture of community support and engagement, which fosters partnerships between students, staff, parents and the local community. We believe it is vital to build links with our community and know our students and their families.

We are proud to offer a vibrant and engaging curriculum from knowledgeable and experienced teachers. We ensure our students are challenged, supported and encouraged with an inclusive curriculum to meet their learning and wellbeing needs. Our Belle Vue Additional Support and Enrichment (B.A.S.E.) Program provides targeted and differentiated learning programs. We offer a wide range of experiences and educational opportunities, so all students can experience success.

Our school takes pride in its strong community connection, which fosters partnerships between students, staff, parents and the local community. The school believes it is vital to build links with our

We pride ourselves on offering a successful pre-school to primary school transition program.

community and know our students and their families.

We pride ourselves on offering a successful preschool to primary school transition program.

We understand that starting Prep is an important step for your family and we have programs in place to ensure a smooth and successful transition. We are committed to working with you to ensure a positive start to your child’s primary education.

I welcome the opportunity to show what Belle Vue has to offer you and your child, and I extend an invitation to all parents/carers considering a quality educational environment for their child to contact the school to arrange a personalised school tour.

During these tours, you will have the opportunity to visit our classrooms, to get a feel for our school and see our school in action. You will also meet our school principal, Andrew Wood, who will be able to answer any questions you may have about our school. We look forward to meeting you soon.

A Quality Educational Environment for your Child

OPEN AFTERNOONS

3:45pm - 4:15pm

STORYTIME

March 1st and March 15th (School Library)

PLAY BASED LEARNING

May 3rd and May 17th (Prep Room)

EDUCATION WEEK - OPEN MORNINGS

Tuesday 14th May 9:30am – 10:30am

Wednesday 15th May 9:30 – 10:30am

Thursday 16th May 9:30am – 10:30am

2025 PREP INFORMATION EVENING

Thursday 16TH May 6:30pm – 7:30pm

School tours available each week

(03) 9859 6123

20 Highview Road Balwyn North 3104

Belle.vue.ps@education.vic.gov.au

www.bellevueps.vic.edu.au

• Specialist programs (Italian, PE, Coding/Robotics, The Arts)

• Community focused school culture and environment

• Experienced staff

• Differentiated curriculum

• Students are challenged and supported to achieve success

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2024 in perspective

THERE’S much about which to be hopeful as we move further into 2024. Some might think that’s fanciful thinking given the substantial challenges that all schools, ours included, have been and continue to face. The much-publicised teacher shortage continues, there’s concern about the level of learning by students across the nation and there’s plenty of commentary on the lack of fairness in government funding for public schools, compared with that provided to nongovernment schools in our country. All valid concerns.

Nonetheless, I am very hopeful in looking forward. Berwick Lodge Primary School, staffing wise is, I believe, over the worst. For this year, we have been able to employ several graduate teachers with enormous potential, whilst retaining our experienced team of talented teachers, with enthusiasm running high. Importantly, we will be able to continue to provide our rich bank of specialist programs, these including STEM, P.E., Performing & Visual Arts and Mandarin for all students.

In 2023, with the benefit of additional funding provided by our state government we were able to directly employ a psychologist and speech pathologist at our school. In times when the issue of student wellbeing has never been higher on the agenda for schools, but with external levels of support in this area seriously challenged, we are very excited about the benefits that the support

that we now provide onsite, targeting student wellbeing. Similarly so with regard to those children in need of language development support via our school-based speech pathologist.

The Covid years really impacted badly on all schools’ capacity to bring our families together for at school activities. We sorely missed the bonding and camaraderie that having fun family events at the school creates. With our vibrant and energetic Parents & Friends Association (PFA) back in full swing we saw the benefits flow late last year at our school family day event. I’m thrilled to say that these will be ramped up this year in concert with our PFA. By the way, our PFA always has an open invitation to all parents to join – what with a number of important fund-raising activities in the pipeline and parent support activities also being planned, there’s ample opportunity to not only become involved, but also connected.

People often ask me why I’m still here, being the founding principal of Berwick Lodge in 1990. The answer is simple really. It lies in the school motto, coined all those years ago by our first school council – Learning for Life. That happens on a grand scale here, and with so many different opportunities, for everyone – students, parents and staff.

Henry Grossek, Principal Berwick Lodge Primary School

Boronia K-12 College

AT Boronia K-12 College we are committed to developing our students into responsible members of the local, national and global communities that they live in.

Our contemporary buildings are second to none! We pride ourselves on building the use of technology from Foundation up to our BYOD program commencing in Year 5 throughout the secondary school experience. The consistency in our Instructional Model and Whole School Positive Education Framework ensures that we are supporting students at every stage of our schooling with consistency of language and practice.

We pride ourselves on positive transitions, working with families and Year 6 staff both at our College in beyond to ensure that they feel supported and connected every step of the way. We have carefully selected staff and learning experiences that promote a sense of ownership and pride in their school environment as well as supporting a sense of belonging and community.

We have a wide selection of electives and dedicate time for course counselling, with support for pathways and transitions paramount and work together with student and family and external supports to cater to student needs.

In order to support students to engage with positive behaviours, we have made adjustments to the school day that prioritise work with students across the college to explore a Framework that teaches into and promotes positive behaviours at school, at home and in the community. Customised and co-created, these college wide behavioural expectations are explicitly taught in carefully and purposefully constructed lessons that not only explore these but have strategies and positive, specific feedback around them. This has also allowed us regular, frequent cohort and year level assemblies that celebrate academic and individual success, share ideas and provide a connection within and between year levels.

Boronia K-12 College is an innovative and responsive environment that offers quality teaching and learning programs delivered by our skilled staff. We are a proud International Baccalaureate Primary Years Program school that is committed to developing students who strive to be skill communicators, constructors of knowledge and real-world problem solvers.

We look forward to welcoming you on a school tour. Book now via our website www. boroniak-12.vic.edu.au/ or by contacting boronia.k12@education.vic.gov.au

Where do we start?

Grossek’s view

IT is a fair question given the coverage of a wide variety of important and even contentious topics and issues that have been canvassed widely in the mainstream media recently, all of which impact in some way or another on schools. Let’s start with a summary of the major ones.

Vaping – an increasing and disturbing trend has been identified, with children as young as 10 years identified as taking to vaping. The problem escalates alarmingly as children enter their teenage years, with already one in seven 14 to 17-year-olds vaping regularly. Health authorities warn that this is ‘putting their brain development and future health at risk’. Federal Health Minister Mark Butler has identified vaping by children as ‘the number one behavioural issue now confronting our schools’.

Then there was the report generated by the Australian Bureau of Statistics (ABS) from their National Health Survey showing that an increasing number of children are skipping fruit and vegetables. Accompanying this drop in eating of fruit and vegetables by children is an increase in children whose weight falls outside their normal range. Disturbingly, an increasing body of research is demonstrating a link between poor diet and a growing number of adolescent children experiencing long-term conditions such as depression, anxiety and allergies. Worryingly, Australia has one of the highest rates of allergies in the world, with food allergies affecting 10 per cent of 12-month-olds and 5 per cent of school children aged 10 to 10 years – these findings focused on Melbourne alone. Of course, other factors, such as environment and heredity contribute too.

Professor Adrienne O’Neill of Deakin University’s Food & Mood Centre cites an interesting study from 2023 which showed that children who ate a dietary pattern with whole grains and dairy during school years had larger brain volumes two years later, while those consuming Western-style pattern (more snacks, processed food and sugar) in infancy and school age was associated with lower global brain volume.

In terms of academic achievement by children, controversy reigns. With regard to VCE results, co-ed schools narrowly pip single-sex schools, an interesting finding and one which drew guarded opinions from different academics. Dr Kate Lafferty from la Trobe University’s School of Education agreed with Centre for Independent Studies research fellow, Trisha Jha that definitive conclusions could not be drawn on the raw data alone. Other factors must be taken into account before definitive conclusions can be drawn as to whether students performed better in a single-sex or co-ed environment.

For example, girls consistently outperform boys in reading and writing in NAPLAN exams, so that would naturally translate to success in VCE tests. The fact that boys so clearly perform less well in reading and writing tests than girls is, of itself, an issue worthy of deep consideration.

The forever debate regarding reading approaches in schools erupted spectacularly, with Dr Jordana Hunter, Grattan Institute Education Program Director calling for into question the ‘whole language’ approach to teaching reading and in doing so, strongly recommending a strengthening of the phonics approach to the teaching of reading. A Landmark study by the Grattan Institute had shown that one in three Australian and one in four Victorian children can’t read properly. The report concluded that current teaching methods emphasis on whole language approaches, be ‘banished’ and replaced by phonics. It is worth remembering many schools adopt a blended approach to the teaching of reading for reasons based on research that show a phonics only approach does not suit all children. Nonetheless, the debate rages.

The issue of crippling HECS debts for tertiary students was also in the limelight in recent times, with cross bench federal politicians calling on the federal government to halt the yearly rise to student debt set to hit almost three million Australians amid a cost-of-living crisis. The current average student debt of $26,000 could increase by more than $1,000 later this year, unless changes are made. HECS fees as they stand are hardly an incentive in these tough economic times for students to embark on a tertiary education at our universities.

As if all this was not enough, the Victorian public was informed that private school enrolments are currently growing at record levels. Most growth in in independent schools (65 per cent) came at low-fee schools, those charging $8,125 or less per year, according to ABS Schools Data. The Grattan’s Institute’s Nick Parkinson said this trend in enrolment growth in independent schools in Victoria was part of a fiveyear trend with their growth of 13 per cent outstripping that of the enrolment growth of 4 per cent in public schools. Unsurprisingly, spokespeople from the independent school sector proffered the view that this was related to the quality of education that they provided.

Contradicting this argument was the evidence, which came to light, from an international study by the Organisation for Economic Development & Cooperation (OECD) that private schools offer little educational benefit despite fees hitting almost $50,000 a year at the top end. The higher grades attained by private schools are mainly due to the socio-economic status of the students, not the education offered the report indicated. In fact, 15-year-old students from public schools internationally do better in maths once the social disadvantage of the cohort is taken into account. This concurs with results from most other countries included in the Programme for International Student Assessment (PISA) tests.

Furthermore, analysis from Trevor Cobbold, from Save Our Schools (SOS) in 2022 shows that Catholic and independent schools had the biggest declines in their international results since 2009 with students losing nearly two years of learning in maths, science and reading. This was nearly three time that in public schools.

Most significant of all, I would argue, is the attention that has been given in recent times to the cruelly unfair state of funding by state and federal governments of our public schools compared with the funding provided to nongovernment schools. Almost all non-government schools are funded at 100 per cent of their defined School Resource Standard (SRS) with a significant minority receiving above the 100 per cent. By contrast, there are precious few public schools receiving 100 per cent of their notional SRS entitlement, with most receiving significantly less and this situation, at the moment, is set to

continue for up to 5 more years.

By the way, the SRS funding determined that each school should receive, is defined as the minimum amount schools should receive so as to provide an adequate education for each student.

Everyone knows that the teaching profession is currently in a crisis situation and competition for staff and students between public and private schools is at a premium. Let’s not forget that two thirds of all students still attend public schools and within that amount the vast majority of students from disadvantaged backgrounds and special needs attend our public schools.

Furthermore, analysis from Trevor Cobbold, from Save Our Schools (SOS) in 2022 shows that Catholic and independent schools had the biggest declines in their international results since 2009 with students losing nearly two years of learning in maths, science and reading. This was nearly three time that in public schools.

With this in mind, it is worth contemplating the fact that taxpayers, the majority of whose children attend public schools, support this iniquitous state of funding to independent schools via their taxes. It certainly galls professionals in the public system that taxpayers’ money contributes to the bleeding of staff and students from our public schools. All the more so, when the evidence in terms of learning outcomes favours our public schools.

Henry Grossek, Principal,

Berwick Lodge Primary School Host: The Viewpoints Podcast Host, Viewpoints, Casey Radio 97.7FM www.caseyradio.com.au

Doncaster Gardens Primary School strives for all-round excellence in the 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 9848 5282 for school tour information.

Informaion about our School:

• Challenge and Enrichment Programs including our high ability program

• Specialist Maths Extension

• Strong School Leadership Program

• Instrumental music lessons

• Chess Clubs from Foundation

• 1:1 iPad program runs from 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

Principal George Perini

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, innovation 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, confident and emotionally intelligent 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.

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

Essex Heights Primary School Essex School is now taking enrolments for 2025

BE SAFE • BE RESPONSIBLE • BE A LEARNER

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 to Friday during school terms.

Prep Enrolment Applications accepted from Monday 15 April, 2024 and are due by Friday 26 July, 2024.

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

Keeping our planet clean & healthy

IN today’s rapidly changing world, the need for environmental stewardship and sustainability has become more urgent than ever. Schools play a crucial role in shaping the minds and values of future generations, making them an ideal platform for instilling eco-consciousness and promoting responsible environmental practices. The following explores how schools can actively contribute to keeping our planet healthy and clean through various initiatives and educational approaches.

■ Environmental Education: Schools can incorporate environmental education into their curriculum to raise awareness and understanding of environmental issues. By teaching students about ecosystems, climate change, waste management, and conservation, schools empower students with the knowledge and skills to make informed decisions and take positive action. Environmental education can be integrated across subjects, fostering a sense of environmental responsibility in students.

■ Sustainable Infrastructure: Schools can lead by example by implementing sustainable infrastructure and practices within their own premises. This can include energy-efficient lighting, solar panels, rainwater harvesting systems, waste management programs, and recycling initiatives. By showcasing sustainable practices, schools inspire students to adopt similar habits in their own lives and create a culture of environmental responsibility.

■ Green Spaces and Gardens: Creating green spaces and gardens within school premises not only enhances aesthetics but also provides hands-on learning opportunities. Schools can establish vegetable gardens, native plant nurseries, or butterfly gardens, where students actively participate in planting, nurturing, and caring for these spaces. This fosters a connection with nature, promotes biodiversity, and encourages responsible land management.

■ Reduce, Reuse, and Recycle: Implementing waste management strategies is essential for schools to contribute to a cleaner and healthier planet. Schools can introduce recycling programs, encourage waste reduction through composting, and educate students about the importance of reusing materials. Setting up designated recycling stations throughout the

By instilling a sense of environmental stewardship from an early age, schools contribute to creating a brighter, cleaner, and healthier future for generations to come.

campus and involving students in waste sorting activities promotes a sustainable mindset and reduces the school’s ecological footprint.

■ Community Engagement: Schools can actively engage with the local community to promote environmental awareness and conservation efforts. This can involve organising community clean-up drives, tree planting campaigns, or collaborating with local environmental organisations. By involving students, teachers, parents, and community members in such initiatives, schools foster a sense of collective responsibility and instil the importance of taking care of the planet.

■ Encouraging Sustainable Practices: Schools can encourage sustainable practices among students and staff through various means. This can include promoting walking, biking, or carpooling to school to reduce carbon emissions, advocating for plastic-free lunchboxes, and promoting the use of ecofriendly materials and products. By integrating sustainability into daily routines, schools nurture a sense of environmental mindfulness in individuals.

Schools have a vital role to play in nurturing an eco-conscious generation that values and takes responsibility for the health and cleanliness of our planet. Through environmental education, sustainable infrastructure, green spaces, waste management initiatives, community engagement, and the promotion of sustainable practices, schools can equip students with the knowledge, skills, and values necessary to be environmentally responsible citizens.

for 2025

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Glendal Primary School

GLENDAL Primary School stands out as an exemplary choice for parents seeking an enriching and holistic education for their children. Renowned for its commitment to academic excellence, Glendal Primary School consistently ranks among the top educational institutions in the region. We place a strong emphasis on fostering a love for learning, creating an environment where students are encouraged to explore their potential and develop critical thinking skills.

One of the key strengths of Glendal Primary School is its dedicated and experienced faculty. The teaching staff is not only highly qualified but also deeply passionate about nurturing young minds. Innovative teaching methods, coupled with a comprehensive curriculum, ensure that students receive a well-rounded education that includes whole school STEM (Science, Technology, Engineering, Mathematics) and Robotics programs.

The school’s commitment to a diverse range of extracurricular activities further sets it apart. From sports to arts, Chess and Robotics, we provide ample opportunities for students to discover and nurture their talents, fostering a sense of creativity and teamwork. This holistic approach ensures that children develop not only academically but also socially and emotionally.

Furthermore, Glendal Primary School prides itself on maintaining a safe and inclusive environment. We prioritize the well-being of every

We place a strong emphasis on fostering a love for learning, creating an environment where students are encouraged to explore their potential and develop critical thinking skills.

student, fostering a supportive community where children feel valued and respected. The strong sense of community involvement ensures that parents are actively engaged in their child’s education, creating a partnership that contributes to the overall success of the students.

In conclusion, we are a school that values developing the potential of all students, fosters holistic development, encourages extracurricular participation, and prioritises the development of interpersonal skills within a safe and inclusive learning environment. Glendal Primary School is not just an educational institution; it’s a place where students thrive and build a strong foundation for a successful future.

Glendal Primary School

OPEN FOR ENROLMENTS

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

Address: 55 Nottingham Street

Glen Waverley VIC 3150

Phone: 03 9803 1330

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

Website: glendalps.vic.edu.au

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Teaching children about teamwork

IN today’s interconnected and rapidly changing world, teamwork has become an essential skill that children need to learn from an early age. Teaching children about teamwork fosters a collaborative spirit, enhances social skills, promotes effective communication, and prepares them for success in both their personal and professional lives. The following explores the significance of instilling teamwork values in children and the benefits it brings to their overall development.

Collaboration and shared responsibility: Teaching children about teamwork instils in them the value of collaboration and shared responsibility. In a team, individuals learn to work together towards a common goal, pooling their strengths, skills, and ideas. By encouraging children to participate in team activities, they learn the importance of cooperating, compromising, and supporting one another. This helps them develop a sense of belonging, build stronger relationships, and understand that success is achieved collectively.

Enhanced social skills: Teamwork provides an ideal platform for children to enhance their social skills. It exposes them to diverse perspectives, enabling them to understand and appreciate different viewpoints. When working with others, children learn to respect and value their teammates’ opinions, practice empathy, and resolve conflicts constructively. These interpersonal skills are vital for building positive relationships throughout their lives, both personally and professionally.

Effective communication: Teamwork facilitates the development of effective communication skills in children. They learn to articulate their thoughts, listen actively to others, and express their ideas clearly and respectfully. By engaging in team discussions and collaborating on projects, children become proficient in communicating their viewpoints, leading to better understanding and cooperation within the team. Effective communication skills are essential for success in all aspects of life, from personal relationships to future careers.

Problem-solving and critical thinking: Teamwork exposes children to various problemsolving situations, encouraging them to think critically and find innovative solutions. Through

brainstorming sessions and collaborative decision-making processes, children learn to evaluate multiple options, analyse different perspectives, and arrive at well-informed conclusions. This nurtures their ability to think critically, adapt to different situations, and solve complex problems collectively, skills that are vital in a rapidly evolving world.

Preparation for future success: Teaching children about teamwork prepares them for success in their future endeavours. In today’s professional landscape, the ability to work effectively in teams is highly valued. Employers seek individuals who can collaborate, communicate, and cooperate with others to achieve organisational goals. By learning teamwork skills at an early age, children develop a competitive edge and a strong foundation for their future careers.

Teaching children about teamwork is of paramount importance. It equips them with vital skills such as collaboration, enhanced social skills, effective communication, problem-solving, and critical thinking abilities. These skills not only contribute to their personal development but also lay the groundwork for their future success in various aspects of life. By fostering a teamoriented mindset from a young age, we empower children to become responsible, empathetic, and effective contributors to their communities and the world at large.

SAFE IN THE HANDS OF GOD

Heathdale Christian College is a vibrant Christian learning community that celebrates the learning journey of students from the early stages.

At our Melton campus, we have students from Prep to Year 11, with our first class of Year 12s set to graduate in 2025. At our Werribee campus, we have students from 4-year-old Kindergarten through to Year 12, and in 2025, we're excited to announce the addition of our 3-Year-Old Kindergarten program at our Werribee campus to further support families in our community.

Having partnered with families of Melbourne’s West for more than 40 years, we are thrilled to extend our learning program to students as young as three. This is a significant step for us as we continue to build up a Christ-centred learning community that partners with families from the earliest stages of learning.

At Heathdale, we believe in fostering a sense of belonging for every child. We celebrate how each student has been created with unique gifts and talents, to be used for their God-given purpose. Our commitment goes beyond academic excellence. We strive to develop the whole child, nurturing their spiritual, physical, and emotional well-being.

Rooted in a Biblical worldview, our educational philosophy and staff interactions guide students towards discovering and flourishing in their Godgiven gifts. Whether it's in the classroom, on the sports field, or during camps and excursions, our aim is to provide opportunities for growth and exploration.

Central to our identity as a Christian school is the belief that the redemptive love demonstrated by Jesus Christ, should shape every aspect of life. We acknowledge God as the ultimate shaper of each child's journey and consider it a privilege to play a part in that process.

As Heathdale continues to grow, we remain steadfast in keeping God at the centre of all we do. As we launch our 3-year-old Kindergarten program in 2025 and continue to develop our offerings for the benefit of our school community, we are committed to building strong foundations for every student’s spiritual, academic and social development.

We invite you to join the Heathdale story, partnering with us to help your child flourish into who God has called him or her to be. Join us in this exciting chapter of growth and discovery at Heathdale Christian College.

Applications for 2025 are closing soon – enquire today at www.heathdale.vic.edu.au/enrol/enquire

12619070-JC13-24

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.

The importance of handwriting skills

IN an increasingly digital age, the importance of teaching students handwriting skills may seem diminished. However, the art of handwriting holds significant value that extends beyond mere practicality. The following explores the enduring importance of teaching student’s handwriting skills and highlights the cognitive, educational, and personal benefits associated with this fundamental form of communication.

■ Cognitive Development

Handwriting engages various cognitive processes, contributing to the development of fine motor skills, hand-eye coordination, and spatial awareness. The intricate movements required for forming letters and words stimulate neural connections in the brain, enhancing cognitive development. Research suggests that handwriting improves memory retention and information processing, as the physical act of writing reinforces learning and comprehension.

■ Communication and Expression

Handwriting offers a unique form of selfexpression and personal connection. It allows individuals to convey their thoughts, emotions, and ideas in a distinct and tangible manner. Handwriting can be more personal and intimate than typed text, as it reflects an individual’s personality, style, and individuality. The act of physically writing helps individuals connect with their thoughts, fostering creativity and a deeper understanding of the content being written.

■ Cognitive Engagement and Retention

Writing by hand enhances cognitive engagement and information retention. The physical act of writing engages multiple senses, including touch, sight, and kinesthetic awareness, resulting in a more immersive learning experience. Studies have shown that students who take notes by hand demonstrate improved comprehension and recall compared to those who rely solely on digital devices. Handwriting promotes active thinking, critical analysis, and the organisation of thoughts, leading to more effective learning and long-term memory retention.

■ Literacy Development

Teaching handwriting skills is closely linked to literacy development. As students learn to write, they simultaneously reinforce their reading skills, phonemic awareness, and understanding of language structure. Handwriting helps students recognise letter forms, letter-sound relationships,

It serves as a foundational step towards proficient reading and writing abilities.

and word formation, ultimately supporting their overall literacy skills. It serves as a foundational step towards proficient reading and writing abilities.

■ Historical and Cultural Preservation

Handwriting carries historical and cultural significance. It connects us to our past, allowing us to decipher historical documents, letters, and manuscripts that were handwritten. By teaching students handwriting, we ensure the preservation of this valuable heritage. Handwriting enables individuals to appreciate the artistry and personal touch behind handwritten artifacts, fostering an understanding and respect for our shared history.

■ Practical Applications

While digital technologies have become pervasive, there are still situations where handwriting remains practical and necessary. Not all environments or circumstances allow for the use of digital devices, and being able to communicate effectively through handwriting ensures individuals can adapt to various situations. Handwritten notes, letters, and forms remain prevalent in many areas of life, such as personal correspondence, legal documents, and signatures.

Despite advancements in technology, teaching students handwriting skills remains essential for their cognitive, educational, and personal development. Handwriting engages cognitive processes, enhances communication and expression, promotes cognitive engagement and retention, supports literacy development, preserves historical and cultural connections, and maintains practical applications. The art of handwriting holds timeless value, fostering creativity, critical thinking, and a deeper connection to our thoughts and ideas. By teaching handwriting, we equip students with a valuable skill that transcends the digital realm, empowering them to communicate effectively and express themselves authentically in an everevolving world.

A place where I can be myself

Maharishi School provides a school culture and curriculum created to unfold the full potential of our students, allowing each child to blossom in their unique expression of creativity and intelligence. From our 25 years in primary school education, we know that these qualities are already present in abundance in every child. Our experienced teachers encourage the full outer expression of the children’s inherent inner creativity and intelligence.

Come and experience the difference a stress-free learning environment can make with a personalised school tour.

Enrol your child today for a happier, healthier more fulfilling life.

Our motto, Knowledge is Structured in Consciousness, recognises that we learn best when we are settled, alert and happy. Consciousness-Based Education involves twice-daily Transcendental Meditation with an enhanced curriculum which is proven to:

Improve focus, attention span and comprehension

Decrease stress and anxiety and improve creativity

Positively influence behaviour for more fulfilling relationships

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

Minaret College

MINARET College’s approach to learning is rooted in Islamic values and principles. It nurtures the physical, social, emotional, and spiritual wellbeing of each student.

Our students build lifelong learning friendships as they move from our Early Learning Centre, to Primary School and then through to their VCE years. Minaret College has a proven track record of students who achieve exceptional VCE scores, and our students go on to excel in their professions of choice. In 2023, our College Dux, Ayman Ibrahim achieved an impressive ATAR of 96.35. In addition, our graduates achieved strong results, with 98 per cent receiving at least one offer for their tertiary course of choice.

Our teaching approach is tailored to address the needs of children as they journey through life’s unique development stages. Our curriculum and approach provide opportunities for all students to explore their interests and develop skills, all within a supportive and respectful learning environment.

Alongside the Victorian curriculum, students study Qur’an, Arabic and Islamic studies. Students start the day with Qur’an recitation, and daily prayers are performed at school. The College community also celebrates significant Islamic occasions such as Eid and Ramadan together. The College also offers a daily Hifz program where selected students start the day a little earlier and are supported in their memorisation of the Holy Qur’an.

From the first day of Foundation until the end of Year 6, experiences in Primary School play a formative role in a student’s formal schooling journey. In these years, our teachers guide students to develop self-confidence as well as a sense of self-mastery and independence through purposeful learning activities that ignite curiosity, harness creativity and inspire a passion for lifelong learning.

As they enter their secondary school years, our students have a strong sense of confidence and start to think more critically about their academic strengths and weaknesses. In the lead up to VCE exams, our students make decisions to deepen their knowledge in specific areas of interest, while continuing to nurture a strong Muslim identity.

Our teaching approach is tailored to address the needs of children as they journey through life’s unique development stages.

About Minaret College

Minaret College offers Pre-School to Year 12 education at Springvale and Officer campuses. Our Doveton Campus is dedicated to primary years. We continually invest in our students to ensure they attain a quality Islamic and secular education and are dedicated to nurturing the leaders of tomorrow. Every student is empowered to embody our motto: Faith, Knowledge and Practice.

Minaret College is a popular choice for Muslim families looking for a supportive, nurturing environment. Enrolment applications for 2025 should be submitted early to avoid disappointment.

If you would like to know more about the College please contact us and request for a tour at your closest campus. Bookings can be made by calling (03) 9574-0567. Further information is available on our website at www.minaret.vic.edu.au, or on our Facebook page.

Mornington Park Primary School

THE Mornington Park Primary School vison: Through a sense of connectedness to peers, teachers and the community, Mornington Park Primary School provides a safe and harmonious learning environment which nurtures the whole child for success in a changing world.

Our school is proud to offer two curriculum streams. We have a Victorian Curriculum based education and one based on the educational philosophies of Rudolf Steiner. Parents have a choice about the type of education their child enters into.

Our caring staff are committed to the development of the whole child academically, physically, socially and emotionally. Our philosophy is firmly based on the belief that within a stimulating, and caring environment, individual needs can be met to enable all students to reach their potential.

We believe that optimum development depends on self-confidence and self-esteem, cooperation and consideration for others. In providing an outstanding curriculum, we are committed to the recognition of the individual.

We are committed to creating positive classroom climates, in which students are encouraged to take increasing responsibility for

their own learning as they progress throughout the school, and in which risk-taking is encouraged in the pursuit of personal excellence.  Our values of Responsibility, Honesty, Perseverance, Cooperation and Kindness ensures a great emphasis is placed on building relationships amongst students, between teachers and students, and with parents and caregivers of our students.

Our quality indoor learning environment is complimented by our large, beautiful outdoor spaces.  We have three different developmentally appropriate, inclusive playground areas, an oval with running track, veggie gardens, dry river bed, basketball courts, various shade areas and many spaces under the trees for quiet play.

Mornington Park Primary School provides specialised learning programs with Physical Education, Music, Craft, Art, Library and German being weekly sessions for all students.  Adding to this, students have the opportunity to take part in band, orchestra, individual or small group instrumental lessons, swimming, camps, lunchtime activities and a variety of excursions that enhances learning experiences.

Mornington Park Primary School is a unique school. Come and have a visit, you will be surprised by what we can offer.

THE MORNINGTON PARK WAY

ENROLMENT

This school is proud to offer two curriculum streams. We have a traditional education and one based on the educational philosophies of Rudolf Steiner. Parents have a choice about the type of education their child enters into.

We believe that a positive attitude towards learning is pivotal to success, and that accommodation of diverse styles of learning and acknowledgement of prior learning must underpin all successful curriculum planning. We are therefore committed to creating positive classroom climates, in which students are encouraged to take increasing responsibility for their own learning as they progress throughout the school, and in which risk-taking is encouraged in the pursuit of personal excellence.

PHYSICAL EDUCATION

Physical Education allows students to be active, but also challenges their thinking towards physical activity and healthy living.

VISUAL ARTSMUSIC

Students are given the opportunity to develop their skills in drawing, painting, construction, modelling design and colour through a range of media.

‘Every child is an artist’ Pablo Picasso

Our instrumental program provides students with the opportunity to learn a wide range of instruments including piano, violin, cello, flute, clarinet, saxophone, trumpet, singing, guitar and drums.

Benefits of extracurricular activities

EXTRACURRICULAR activities play a crucial role in the holistic development of school students. These activities, which encompass a wide range of interests and passions beyond the traditional academic curriculum, offer students numerous benefits that extend far beyond the classroom walls.

From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.

This article explores the transformative power of extracurricular activities and highlights the manifold advantages they provide to school students.

Contrary to popular belief, engaging in extracurricular activities can have a positive impact on academic performance.

Research indicates that students involved in extracurriculars often exhibit higher levels of motivation, better time management skills, and improved organisational abilities.

Participation in activities such as debate clubs, science fairs, or mathematic competitions stimulates intellectual curiosity and enhances critical thinking and problem-solving skills. Students who engage in extracurriculars are more likely to develop discipline and perseverance, attributes that contribute to academic success.

These activities provide a practical application of concepts learned in the classroom, reinforcing academic knowledge and deepening understanding.

Extracurricular activities can also offer opportunities for mentorship and access to resources that extend beyond the school environment, further enriching the learning experience.

Extracurricular activities provide an ideal platform for students to develop crucial social skills that are essential for their personal and professional lives.

Through teamwork, collaboration, and interaction with peers who share similar

From boosting academic performance and fostering social skills to nurturing personal growth and building character, participation in extracurricular activities equips students with essential life skills and helps shape them into well-rounded individuals.

interests, students learn to communicate effectively, resolve conflicts, and build relationships. Whether it’s participating in team sports, joining a music ensemble, or working on a community service project, students gain exposure to diverse perspectives, fostering empathy and cultural sensitivity.

These activities also promote leadership skills, as students often assume roles of responsibility, such as team captains, club presidents, or project coordinators. By engaging in extracurricular activities, students develop self-confidence, assertiveness, and the ability to adapt to different social contexts, qualities that are vital for success in the future.

Extracurricular activities serve as fertile ground for personal growth and character building. These activities encourage students to explore their interests, discover their passions, and develop a sense of identity. Whether it’s pursuing a hobby like painting or learning a musical instrument, extracurriculars provide a creative outlet for self-expression, fostering a sense of fulfillment and purpose. Furthermore, these activities teach students resilience and perseverance, as they often face challenges and setbacks along the way.

Through practice, dedication, and the pursuit of excellence, students develop a growth mindset, embracing failure as an opportunity to learn and grow. Extracurricular activities also instil important values and virtues such as discipline, integrity, and teamwork. In sports, for example, students learn the value of fair play, respect for opponents, and the importance of teamwork to achieve common goals. In clubs and organisations, they learn to navigate responsibilities, manage time effectively, and develop organisational skills. These activities provide a platform for students to learn from mentors and role models, who impart valuable life lessons and guide them towards ethical decision-making.

Beyond the school years, the skills and values gained through extracurricular activities contribute to college admissions and career success. Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.

Extracurricular activities offer students a myriad of benefits that extend far beyond the academic realm. From enhancing academic performance to fostering social skills and

Participation in these activities demonstrates a commitment to personal growth, a willingness to step outside one’s comfort zone, and the ability to manage multiple responsibilities simultaneously.

nurturing personal growth, these activities play a pivotal role in shaping well-rounded individuals. By participating in extracurriculars, students develop skills and qualities that prepare them for the challenges of the future, both academically and personally. It is imperative for educational institutions and parents alike to recognise and encourage the power of extracurricular activities, ensuring that students have ample opportunities to explore their interests, pursue their passions, and grow into confident and capable individuals.

Putting the Pride into Excellence

• Vision – Every child can achieve excellence.

• Values – Excellence, Respect, Responsibility, Resilience & Inclusiveness.

• At Parkmore Primary School, we aim to be an outstanding centre of learning, developing self-reliant students in an innovative and vibrant learning environment.

• We aim to ensure all our students have a strong sense of self and community whilst striving for excellence and maximising their potential.

• Structured and supported student leadership program promoting student voice and agency.

• Large sports program offering teams and clubs competing locally, at District, Region and State level competitions in Soccer, Football, Hockey, Volleyball, Netball, Basketball, Swimming, Athletics, Cross Country.

• State & National Championships level Sports Aerobics Squad.

• State & National Championships Future Problem-Solving teams.

• Gifted Education Pathway for students excelling in their academic studies and problem-solving ability.

• Over 85% of students in Year 3 & Year 5 Exceeding NAPLAN in both Literacy & Numeracy.

• 100% Parent Satisfaction rating

• Strong home school partnerships with weekly assemblies open to families to attend and termly community events such as family picnics, community breakfasts, trivia night etc.

• Whole school annual Production and Arts showcase.

• The schools LOTE is AUSLAN supporting all our student’s literacy skills and our EAL children in their understanding of English.

• Specialist program offering Performing Arts (Music, Dance, Drama), Visual Arts, P.E, Sport & Health.

• Instrumental program offering keyboard, guitar, woodwind instruments and violin.

• Large co-curricular program offering: Choir, Ukelele, Minecraft, Lego, Soccer, Sport Aerobics, Art, Library, SRC.

• Science/STEM partnership with Deakin University.

• Annual Camp program.

PARKMORE PRIMARY SCHOOL

35-54 Jolimont Road, Forest Hill, 3131

just off Springvale Road between Canterbury Road and Burwood Highway 9878 5556

Parkmore Primary School

Parkmore.ps@education.vic.gov.au

Sacré Cœur

SACRÉ Cœur is an Independent Catholic School where young women are inspired and challenged to shape the world.

The transformation of heads, hearts and hands lies at the heart of a Sacré Cœur education. Our holistic approach to educating young women unites academic endeavour with a deep sense of care for each child and strength of community to create the truest expression of the Sacré Cœur way.

Laughter, inclusivity, deep friendships and the diversity of opportunity are evidenced in the girls’ education. Our young women are encouraged to raise their voices and to look outwardly, applying their wisdom and skill. Students at Sacré Cœur feel a palpable sense of belonging and connection to their lived experience and benefit from of a rich diversity of faiths within our community.

Our students benefit from our highly qualified and passionate teachers, many of whom are curriculum experts and VCE assessors. Our teachers embrace each child as an individual, meeting their learning and wellbeing needs from Prep to Year 12.

As a result our young women flourish and achieve exceptional VCE results.

We are privileged to belong to an international Sacred Heart family of over 150 schools across 41 countries. Our international family deepens our sense of community as we learn together through exchanges, and engage social justice initiatives

Junior School

Children are naturally enthusiastic and curious. The learning experiences we deliver build upon their inquisitiveness in a stimulating and caring environment. Our new fee schedule makes it more accessible than ever before.

Senior School

As young women start to realise their full potential they find their strengths and passions. We nurture our young women on this journey of self discovery and academic endeavour so they feel empowered to find their place within the world.

Year 9 Program

Called Notre Monde, the program focuses on fostering growth in resilience, communication, teamwork, creativity, leadership and problem solving. Mindfulness, community service and physical challenge also form an integral part.

New Steam Building

Creativity is a cornerstone of a Sacré Coeur education. From the Creative and Performing Arts to design thinking in STEM, we nurture the skills of creative thinking so that our young women can see and solve the challenges of today and the future.

From 2021 we have enjoyed exciting new learning spaces to support the development of our students’ creativity. The new Science, Technology, Art, Mathematics and resource building, has given our students four levels of inspiring learning spaces.

Solway Primary School

As of Primar y School, I am our the centre of time ,

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’

the school’s work ethic and is 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.

above the state benchmarks in both and

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

AN ENGAGING CURRICULUM

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.

I look forward to meeting with you.

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Lyn Rodda PRINCIPAL

Lyn Rodda

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

• 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 9885 2421 or email solway.ps@education.vic.gov.au

• Lego Club

• Chess Club

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

Spring Parks Primary School

I AM thrilled to introduce myself as the new principal of Spring Parks Primary School. It is with great excitement and dedication that I take on this role, and I am honoured to be a part of such a vibrant and successful school community.

As a family man with three children of my own, I deeply understand the importance of a nurturing and inclusive educational environment. Our values at Spring Parks Primary School revolve around respect, engagement, achievement, community, and hope. These values form the foundation of our commitment to providing a holistic and enriching experience for every student.

My previous experience as the Assistant Principal at River Gum Primary School, a school known for its diversity, has equipped me with valuable insights into fostering an inclusive and supportive educational setting. I am proud to bring this experience to Spring Parks Primary School, where diversity is celebrated, and every student is embraced for their unique strengths.

Spring Parks Primary School has a rich tradition of high academic results, and I am truly proud to be a part of this outstanding community. Our students’ success is a testament to the hard work and dedication of our educators, students, and parents. I am committed to continuing and enhancing the excellent work that is already happening at SPPS.

One of the key aspects that drew me to Spring Parks Primary School is the remarkable attitude towards education that the students exhibit. Their enthusiasm, coupled with the positive and inclusive culture of the school, creates an environment where students are not only academically successful but also genuinely happy to be a part of our school community.

I am deeply passionate about teaching, learning, and the overall well-being of our students. I believe that a supportive and engaging educational experience is crucial for the holistic development of each child. Together with the dedicated staff, parents, and the entire school community, I am eager to contribute to the continued success and growth of Spring Parks Primary School.

In addition, I am delighted to share that all new Foundation students for 2025 will receive a complimentary set including a polo shirt, hat, water bottle, library bag, colouring book, and a learning kit. This initiative is our way of extending a warm welcome to our newest members and ensuring a positive start to their educational journey.

Please do not hesitate to reach out to me if you have any questions or would like a school tour; just ask for Phil. I look forward to meeting and working with each of you as we build a thriving and supportive educational community at Spring Parks Primary School.

WELLBEING

At Spring Parks Primary School, we take immense pride in nurturing not just academic achievement but also the joy and welfare of our students. Our dedication to establishing a constructive learning atmosphere is evident in the outstanding outcomes of our remarkable Attitudes to School survey, consistently showcasing our students as remarkably content and engaged learners.

Through the presence of an on-site counsellor, the Berry Street Education program, and a devoted well-being team, we prioritize the emotional and mental wellness of each child, ensuring they feel supported and valued. Our clearly defined expectations lay the foundation for a positive school culture, fostering an environment where students flourish not only academically but also personally.

ACADEMIC

Discover excellence in education at Spring Parks Primary School, where academic achievement takes center stage. We proudly claim the top spot for reading proficiency and secure the impressive third position in mathematics within our local area. At Spring Parks, we prioritise personalised learning with low class sizes, averaging under 18 students per class. Our dedicated team of experienced teachers includes specialists in Art, Science, STEM, Physical Education, and Spanish. We offer after-hours tutoring to ensure every student receives the support they need for success. Additionally, our diverse curriculum extends beyond the basics, featuring Mandarin lessons and music programs provided by external companies at minimal costs.

WELCOME PACK

all our students, especially those embarking on their educational journey in our Foundation year. As a gesture of our commitment to their wellbeing and academic success, all new foundation students receive a warm welcome. This includes a free school hat, school shirt, water bottle, as well as a Math and English kit to kickstart their learning adventure.

Information evenings

May 22nd: 6.30pm - 7.30pm (West Campus)

July 24th: “Coffee and Cake” 6.00pm - 7.00pm (both campuses)

October 23rd: 7.00pm - 8.00pm (Valley Campus)

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At Spring Parks, we believe in fostering a welcoming and supportive environment for

Children learn through play

PLAY is not just a pastime for children; it is a powerful tool for learning and development. Small children are like sponges, constantly absorbing information from their environment. Through play, they engage their senses, explore their surroundings, and make sense of the world around them. It is through play that they acquire new skills, develop their cognitive abilities, and build important social and emotional connections.

One of the primary ways children learn through play is by engaging in imaginative and pretend play. Whether it’s playing house, pretending to be superheroes, or hosting a tea party, children use their imaginations to create scenarios and take on different roles. In doing so, they develop their creativity, problem-solving skills, and cognitive flexibility. They learn to think outside the box, generate ideas, and make connections between different concepts.

Play also provides opportunities for children to develop their physical skills and coordination. Whether it’s running, jumping, climbing, or throwing a ball, physical play allows children to refine their motor skills, balance, and coordination. They learn about their bodies and what they are capable of, building strength and agility along the way. By engaging in active play, children also develop their spatial awareness and gain an understanding of cause and effect.

Play fosters social and emotional development. Through play, children learn to navigate social interactions, negotiate, and cooperate with others. They develop their communication skills, both verbal and non-verbal, as they engage in play with their peers. They learn to take turns, share, and resolve conflicts, all of which are crucial skills for building positive relationships. Play also provides an outlet for children to express their emotions, process their experiences, and develop their emotional intelligence.

Play-based learning is also effective in facilitating language development. Children engage in conversations, express their thoughts, and expand their vocabulary through play. Whether they are engaging in role play or storytelling, they are actively using language to communicate and make sense of their experiences. Play-based learning provides a context for children to practice language skills and develop their verbal communication abilities.

It is through play that they acquire new skills, develop their cognitive abilities, and build important social and emotional connections.

Play is intrinsically motivating for children. When they are engaged in play, they are naturally motivated to explore, discover, and learn. Play allows them to take ownership of their learning, follow their interests, and make choices. This autonomy and sense of control over their learning process boosts their self-confidence, curiosity, and intrinsic motivation.

Play is a crucial avenue through which small children learn and develop. It encompasses imaginative play, physical play, social play, and more, offering a holistic learning experience. Through play, children acquire skills, foster creativity, build social connections, and develop emotionally. As caregivers and educators, it is important to recognise the value of play and provide children with ample opportunities to engage in play-based learning, allowing them to thrive and reach their full potential.

At Templestowe Valley Primary School, we provide an innovative and aspirational curriculum that empowers and engages all students in their learning. English and Maths skills are taught every day in the classroom by dedicated teachers who have high standards and support each learner on their journey, no matter the starting point. STEM and Sustainability are key pillars at our school where the students learn about robotics, coding and have opportunities to not only look after the chickens and the kitchen garden but learn valuable life skills for the future. Extension programs are offered in Maths, English, STEM and Sport. We take pride in our inclusive community of families, students and staff who work in collaboration to encourage our students to become self-motivated, successful and active global citizens. Each student is valued, listened to and supported in their learning experiences, which promote individual and team excellence and develop social responsibility. Student Voice and Agency is a key focus across the school.

Students entering Prep attend our KinderPrep Transition Program and engage with the teachers and their peers to provide a smooth transition into primary school. They will work closely with our Year 6 students through our Buddy Program (Big Friend, Little Friend) and experience what it is like at school.

Why us?

At Templestowe Valley Primary School, we encourage students to pursue their interests and strive for success both in and out of the classroom.

• Whole School Production

• Leadership opportunities (JSC, School Captains, Sustainability and Curriculum Leaders)

• Interschool Sport, Swimming, Athletics and Cross Country

• School Camping Program including optional overseas camp

• Private Instrumental lessons

• Choir (Valley Voices) and Rock Band

• Valley TV

• After school basketball program (Valley Titans)

• Incursions and excursions

• Technology embedded in our learning

• 1:1 iPad Program at Year 3 and a 1:1 BYOD Laptop Program from Year 4

• Excellent sporting facilities

• OSHC (Out of School Hours Care) including Holiday Program

• Sustainability Program

• Lunchtime Clubs

• P-6 Wellbeing Program

Specialist Programs

• Visual Arts

• Performing Arts

• LOTE – Mandarin

• Physical Education

• Library Program

Upper Ferntree Gully Primary School

Upper Ferntree Primary School prides itself on being an inclusive school itself on an inclusive school that uses many different approaches to that uses many different to teaching and learning to nurture and and to nurture and support our students. All of us at upper support our students. All of us at upper Ferntree Gully Primary school know how Ferntree school know how important it is to acknowledge all types of it is to all types of achievement and learning whether it be achievement and whether it be academic, social, or emotional. or emotional.

We work We together to to look how the resources resources around us can be recycled, around us can be reused, or reduced to take care of our or reduced to take care of our environment now and into the future. environment now and into the

We ensure that as a learning community

We ensure that as a community our values of RESPECT, TEAMWORK, our values of RESPECT, TEAMWORK, INTEGRITY, and RESILIENCE are a part INTEGRITY, and RESILIENCE are a part of the lived experience of everyone in of the lived experience of everyone in our community. our

At Upper Ferntree Gully Primary School

At Upper Ferntree Primary School our whole community works together our whole works to support all students to achieve their to support all students to achieve their full potential in learning and wellbeing full in and wellbeing.

Through our many different approaches our many different to supporting students we utilise the to supporting students we utilise the expertise of all in the community be it expertise of all in the community be it paraprofessionals, parents, or volunteers. parents, or volunteers.

We provide opportunities for students

We opportunities for students to engage with our local community to engage with our local community and to appreciate and respect the and to and respect the beautiful surrounds of Upper Ferntree beautiful surrounds of Ferntree Gully and the Dandenong Ranges We and the Ranges. We encourage sustainability within our school encourage within our school environment and the community. environment and the community.

Our technology supports students as tools Our supports students as tools for learning. We live in a world where for learning. We live in a world where technology is used in many ways, and is used in many ways, and we encourage creativity with technology we encourage creativity with through our STEM and robotics learning our STEM and robotics as well as a variety of creativity and design as well as a variety of creativity and projects that incorporate technology. We projects that incorporate We support our students to become critical support our students to become critical thinkers and creators. creators.

There are so many advantages to a small There are so many to a small school, we are proud that we are a small school, we are that we are a small school that creates community connections school that creates community connections and gets to know every one of our and gets to know every one of our students as an individual so that we can as an so we can help them achieve their learning goals in them achieve their in all areas. areas.

Our hope is that your child and family will Our hope is that your child and will learn, have fun, and leave our school with have and leave our school with newfound friendships and long-lasting newfound and happy memories of their time at Upper memories of their time at Upper Ferntree Gully Primary School. Ferntree Primary School.

• Inclusive and creative learning.

• Inclusive and creative

• Outstanding facilities to support all

• Outstanding facilities to support all types of learning. types of learning.

• Individual learning with a focus on academic,

• Individual with a focus on academic, social, and emotional development social, and emotional

• Further learning opportunities I Sea I Care,

• Further learning I Sea I Care, Sustainability, Productions and camps Sustainability, Productions and camps

A helping hand

The crucial role of mentoring programs

MENTORING programs in schools play a pivotal role in shaping the academic, social, and emotional development of students. Recognising the significance of positive role models and personalised guidance, schools around the world are increasingly implementing mentoring initiatives. Here we explore the importance of mentoring programs in schools, examining how they contribute to student success, foster a sense of belonging, and empower individuals to navigate the complexities of academic and personal growth.

Academic Success and Goal Achievement:

One of the key advantages of mentoring programs is the provision of personalised support. Mentors work closely with students to understand their unique strengths, challenges, and learning styles. This personalised attention enhances academic performance by tailoring strategies to meet individual needs, fostering a sense of confidence and competence in students.

Mentoring programs empower students to set and pursue academic and personal goals. Through regular discussions with their mentors, students can identify their aspirations, create action plans, and receive guidance on overcoming obstacles. This goal-setting process not only enhances academic achievement but also instills valuable life skills such as time management and perseverance.

Social and Emotional Well-Being:

Positive mentor-student relationships contribute significantly to the development of confidence and self-esteem. Mentors serve as supportive figures that encourage students to recognise and embrace their strengths, fostering a positive self-image that extends beyond the academic realm.

The school environment can be socially challenging, especially for students facing issues such as peer pressure, bullying, or a sense of isolation. Mentors provide a reliable and empathetic ear, guiding students through these challenges, offering coping strategies, and helping them develop interpersonal skills crucial for healthy relationships.

Career Exploration and Skill Development:

Mentoring programs often include components focused on career exploration. Mentors can introduce students to a variety of career paths,

share insights about their own professional journeys, and provide guidance on educational pathways that align with students’ interests and goals.

Mentors play a vital role in nurturing the development of essential life skills, including communication, problem-solving, and critical thinking. Through real-world discussions and hands-on experiences, students gain practical insights that extend beyond the classroom, preparing them for future academic and professional endeavours.

Sense of Belonging and Community:

Mentoring programs contribute to the creation of a supportive community within the school. The mentor-student relationship fosters a sense of belonging, as students feel valued and understood. This support network can be particularly crucial for students who may face challenges at home or in their personal lives.

Promoting Inclusivity:

Mentoring programs have the potential to promote inclusivity by pairing students with mentors who may share similar backgrounds or experiences. This connection helps bridge gaps and creates a more inclusive school environment where diversity is celebrated, and students feel acknowledged and accepted.

Resilience and Coping Skills:

Life is filled with challenges, and mentoring programs equip students with the resilience and coping skills necessary to navigate adversity. By fostering a growth mindset and providing strategies for overcoming setbacks, mentors empower students to face challenges with determination and a positive attitude.

The impact of positive mentor-student relationships extends far beyond the classroom, influencing students’ lifelong learning journeys and personal growth. By recognising the importance of mentorship and investing in these programs, schools create environments where students not only thrive academically but also develop the skills, resilience, and sense of community needed to navigate the complexities of life beyond the educational setting. As we continue to prioritise the holistic development of students, mentoring programs stand as invaluable tools for guiding the future leaders, thinkers, and contributors of our society.

Where young imaginations soar

Providing the best start to your child’s educational journey

Wesley College Junior Schools offer student-centred learning through the International Baccalaureate Primary Years Program, providing the skills and attitudes children need to become lifelong learners.

Limited places available in our Junior Schools, we encourage you to apply early. All children who attend our Early Childhood Learning Centres are guaranteed a place in Prep.

Scan here to book a tour

12659034-AV12-24

Children who read books daily...

Books Matter - UK study has lessons for Australia

A STUDY of 43,000 students in the United Kingdom released recently has demonstrated that it not only matters that kids read: it matters what they read.

The significant study showed that students who engaged in reading high-quality books daily scored much higher in tests than those who chose to read items such as magazines. .

Griffith University’s Beryl Exley, Professor of English Curriculum & Literacies Education in the School of Education and Professional Studies, explains why it is important to encourage the reading of books - and why other reading materials are still important:

“Comics, newspapers and magazines don’t escalate children’s cognitive skills as much because they usually present everyday concepts with everyday vocabulary in a practical way.

“Story books and information books usually present academic concepts with a more technical vocabulary in an abstract way. This is what grows cognitive capacity.

“That’s not to say that comics, newspapers and magazine don’t ever focus on academic concepts, but it’s less likely that will happen.

Children still should be encouraged to read comics, newspapers and magazines for pleasure, to add to their general knowledge and to be politically aware. Breadth of reading opportunities is the goal.”

For more information, please contact Professor Beryl Exley, Deputy Head of School - Learning & Teaching in the School of Education and Professional Studies at Griffith University at b.exley@griffith.edu.au

Associate Professor Michael Nagel from the University of the Sunshine Coast says,”This study resonates with a growing corpus of literature suggesting that reading paper based books offers a distinct advantage for achieving excellent standards of literacy and higher academic achievement.

“Aside from a range of issues associated with reading on screens, and an oft held sacred cow suggesting that children should be offered anything to read just as long as they are reading, this study links with others that have identified that children prefer to read books on paper rather

than screens and that academic success is linked to developing a rich understanding of complex text through books over the school years.

“This is not to say that children should be discouraged from other types of reading but that books should be at the forefront of such endeavour. Reading, and reading comprehension, are not general skills and both are nurtured through incrementally complex text in age appropriate books over the course of a child’s life and educational journey.”

For more information, please contact Associate Professor Michael Nagel in Child Development and Learning at the University of the Sunshine Coast at mnagel@usc.edu.au

Children who read books daily score higher in school tests, vast new study states

What children choose to read outside school directly influences their academic performance according to a major new study by the University of Malaga and UCL, and published in the peerreviewed journal Oxford Review of Education.

Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests.

The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months’ worth of additional secondary school academic growth.

The study demonstrated no similar advantage for children’s reading daily newspapers, comics or magazines, and only marginal benefits from short stories.

The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books.

“Although three months’ worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured – from when these young people are aged 11 years old to 14, which we know is a hugely developmental period,” explains co-author Professor John Jerrim, from the UCL Institute of Education.

“In an increasingly digital world, it’s important that young people are encouraged to find time to read a good book.”

Professor Oscar Marcenaro-Gutierrez, from the University of Malaga, added: “Other less complex and less engaging forms of reading are unlikely to bring the same benefits for their cognitive development, and shouldn’t be counted as part of their reading time.

“This is particularly important for low-achievers, where any association is likely to be strongest.”

Co-author Dr Luis Alejandro Lopez-Agudo, from the University of Malaga, says: “Reading is a fundamental skill that plays a key part in all our lives.

“Our results provide further evidence that it’s not only whether young people read or not that matters – but also what they read.”

The amount of time children spend reading is already understood to help develop their literacy skills. This ability increases through practice and by trying longer and more challenging texts.

Few studies though have focused on whether the type of material children choose influences their achievements at school.

This study, looking at pupils in Spain, attempted to establish whether a link exists between literacy and mathematics scores and the type of material children look at in their spare time, as well as how long they spend doing this. Comics, short stories, books, newspapers and magazines were the texts included in the research.

The researchers used data from a census carried out by the Andalusian Agency of Education Assessment. This included questionnaire

responses completed during 2008 to 2009 by 10 to 11-year-olds, and from those aged 13 to 14 during 2011 and 2012.

Children’s attitudes towards school were considered along with prior achievement levels. Parents were also asked about their own reading habits and how involved they were in their child’s education.

The results showed the more frequently children read books, the better they performed in school tests as teenagers. The same effect was not observed with comics, newspapers and magazines. Specifically, researchers found:

■ 13 to 14-year-olds who read books every or almost every day scored 0.22 standard deviations higher (the equivalent of three months) on the literacy test than those who read books almost never.

■ There is evidence of positive spill-overs into other subjects, with a difference of around 0.20 standard deviations in mathematics.

■ There was some benefit from short stories for children who enjoyed them at least once a month. The researchers concluded though that increasing the frequency of this to weekly or daily was unlikely to bring any further benefits. The study also highlighted the reading patterns across different groups of children. It showed:

■ Girls seem to read short stories, books and newspapers more frequently than boys, and comics and magazines less frequently.

■ Young people from advantaged backgrounds read all the text types more frequently than those from disadvantaged homes.

■ High-achieving students (according to their 5th grade test scores) were more likely to read tales/ short novels and books compared to lowachieving students, though with little difference in terms of reading comics, newspapers and magazines.

The findings of this study should be interpreted in the context of some limitations and the need for further research. These include the research being carried out in one particular region within Spain, and the focus upon academic progress made during the early teenage years. At this point, reading skills are already quite well-developed –there is no data for younger children.

School Listings

Government Schools

Bayswater

Belgrave South Primary School .................................. 9

Belle Vue Primary School ................................... 10 & 11

Berwick Lodge Primary School ........ 12, 13, 82 & 83

Boronia K-12 College .............................................. 14 & 15

Doncaster Gardens Primary School ............. 18 & 19

Essex

Glendal

Knox

Playing is Learning

Giving advice

THERE are times, fewer than more, when a question almost cliche-like, asked of you, lingers in your mind, longer than most. That happened to me not so long ago. It was the lingering that had me enthralled. “What’s the best advice you’ve ever been given?” was the question.

I almost rattled off an answer, before stopping myself mid-thought. I thought again, and again. Each time I came up with a different answer. Truth be known, I wasn’t at all sure. Over the course of my life, I’d received advice from so many quarters and so many people and in so many different contexts. It didn’t take me long to start feeling a little embarrassed. My friend, a colleague, noting my predicament, suggested I narrow my focus to advice related to my profession.

That didn’t really help a lot, because by then, my mind was tossing up whether the best advice I had ever received professionally was that upon which I had acted with great success or that upon which I had not acted and learnt from a sorry mistake. The longer I mulled over the question, other thoughts began to clutter my mind – what would my colleague think of my answer for one. It dawned on me that I rarely took a considerable time to answer any questions – a few seconds at best. Any longer, and an awkward silence would descend, at least in my mind. Food for thought in that I thought!

My most comfortable answer came to me much later. Way back in my pre-service training, our

English literature lecturer, a rather eccentric fellow, challenged us to make sense of W.B. Yeats, famous poem, ‘He Wishes for the Cloths of Heaven’ in terms of our teaching practice. The poem, romantic in nature, inspired lively discussion. For me, consequentially, I’ve done my best as a teacher and principal, though not always with success, to tread as softly as I could on others dreams. Vulnerability is at the core of that poem.

Oddly enough, what I settled on as the best advice I had received in a professional sense, came in the form of an open-ended invitation many decades ago, to find meaning relevant to my work in a poem written with no apparent intent of that kind. Looking back, whatever the intent was of that lecturer of ours all those years ago, a lesson was well learnt.

That got me thinking too. I share my professional opinions widely – which ones, how, to whom, and which make the most impact? What would others say of my advice today, more so in the years ahead. Imparting wisdom that lingers is a tricky business. Our work is more often than not pressure laden. The being of time-poor is sadly too relevant to ignore. Short cuts, fraught as they can be, are seductively alluring to the time-poor whom we are. In leadership, we are teachers too. How do you give advice with the time clock always ticking and a soap box within sight?

Henry Grossek, Principal Berwick Lodge Primary School