Bostock House Primary Years Handbook by Geelong Grammar School

Bostock House Pr imar y Yea rs

REFERENCE HANDBOOK

GEELONG GRAMMAR SCHOOL

2022

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03 | LEARNING FRAMEWORK

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WELCOME | 01

From our Head of Campus Welcome to Bostock House We are Geelong Grammar School’s (GGS) ‘child-sized’ primary campus located in the heart of Newtown. When you join Bostock House, you are welcomed into a warm, caring and big-hearted community of students, parents and educators, where the values of inclusivity and belonging are deeply treasured. At Bostock House, we get to know your child well, understanding deeply their individual needs, gifts and talents. Being a relatively small campus, this extends beyond our dedicated classroom and specialist educators to all Bostock House staff knowing and looking out for the safety, happiness and overall wellbeing of your child. We foster a friendly and trusting collaboration between all for the benefit of each child and family. Our learning communities are designed so that every student is challenged, encouraged and supported along their own individual learning path. We know that children learn and develop in stages. Our caring educators are experienced in using differentiated teaching strategies to challenge, encourage, inspire and strengthen learning in every student, every day.

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The Primary Years Programme (PYP) of the International Baccalaureate (IB) provides the framework for our curriculum from ELC to Year 4. Through its inquiry-led transdisciplinary approach, the PYP broadens students’ understanding about the world around them and encourages critical and creative thinking as well as promoting active citizenship. In combination with a comprehensive specialist subject programme and our three strategic pillars, Adventure Education, Positive Education and Creative Education, we provide a truly rich, diverse and inspiring education that lays a firm foundation for enabling confident, courageous, compassionate and curious character. Thank you for gifting us with the privilege of caring for the wellbeing and education of your child. I am delighted to welcome you and your family to Bostock House. Rachael Dewhurst Head of Campus

02 | OUR PHILOSOPHY

Our philosophy At GGS, our purpose centres on the pursuit of shaping a better world. We do this by focusing on enabling wisdom within others and ourselves, so that each of us can make a positive difference in the world around us.

As a School, we are united in the commitment to live holistically and consistently the promise of Exceptional Education. We seek to provide a balanced, all-round education that can transform a child’s experience of the world. For us, this means optimising academic ability and nurturing students artistically, athletically, emotionally, intellectually, morally, socially and spiritually. Ultimately, we want to energise the gifts within every child so that they are engaged in a personalised and meaningful way.

STRATEGIC PILLARS We have three strategic pillars that underpin our approach to an Exceptional Education. Adventure Education — experiential learning through and with nature Adventure Education builds on the lessons of the School’s transformational Timbertop programme, which helps our students develop confidence and competence in practical ways, promoting independence, self-reliance and resilience — the very essence of experiential learning.

STRATEGIC IMPERATIVES We are guided by five strategic imperatives that act as a focus and filter for decision-making for the betterment of our School community. Ethicality — modelling ethical standards and behaviour Collaboration — collaborating proactively and professionally to encourage, support and improve engagement Inclusivity — encouraging and celebrating diversity and thinking that underpins justice, acceptance, trust and compassion Progression — committing to a rigorous improvement agenda that prioritises contemporary practice Substantiation — evidence-based decision making to inform professional practice

Positive Education — placing wellbeing at the heart of our learning community Positive Education brings together the science of Positive Psychology with contemporary teaching to encourage individuals, schools and communities to flourish. Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle. This leads to an increased capacity to learn effectively and offers a strong foundation to build a successful life. Creative Education — cultivating the skills of communication, collaboration, critical thinking, problem posing and problem solving Creative Education teaches the skills and attitudes to be creative in any context. Creative Education prioritises educators as facilitators, coaches and collaborators in the classroom and moves away from the silos of knowledge-based, exam-based, standardised learning to an education that recognises the common skills which lie between subjects.

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OUR PHILOSOPHY | 02

The spirit of making a positive difference to shape a better world OUR PURPOSE Intersecting the science of learning with the art of teaching to shape a better world

OUR CHARACTER Courageous Curious Compassionate

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OUR FOCUS Enabling wisdom

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LEARNING FRAMEWORK | 03

Learning framework Bostock House is a candidate school for the International Baccalaureate (IB) Primary Years Programme and is pursuing authorization as an IB World School. Both the PYP and the Australian curriculum inform our learning and teaching and we are committed to providing a vibrant, dynamic and creative learning environment where every child thrives.

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LEARNING COMMUNITIES As a PYP school, we bring a contemporary structure to our teaching and learning that is growth orientated and supports every young learner to develop and pursue appropriate learning goals. Each child is unique and different in development, maturation, personality and ability. To cater for this, we have three learning communities that allow us to move students between individual work and group work, as well as among fluid and diverse groupings, in response to student needs and the requirements of inquiry-based learning. The learning communities are: - Early Learning Community (ELC to Prep) - Year 1 and Year 2 Learning Community - Year 3 and Year 4 Learning Community

Each learning community is made up of a team of educators who work alongside each other in collaborating for shared units of inquiry and other learning opportunities. Collaborative planning and teaching practices between year levels and across diverse groupings ensure that all students are supported and extended. Through a differentiated learning approach, our students can experience the satisfaction of challenge and achievement, which leads to enhanced motivation and engagement.

04 | PRIMARY YEARS PROGRAMME

Primary Years Programme (PYP)

Designed for students aged three to 12, the PYP provides the knowledge, concepts, skills, personal attributes and the capacity to take action, all of which younger students need to equip them for successful lives, both now and in the future.

THE IB LEARNER PROFILE The attributes of the learner profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth. The development and demonstration of these attributes are foundational to learners becoming internationally minded, active and caring community members who respect themselves, others and the world around them. The learner profile and ethos behind it applies to all of us, for we are all continually learning. Parents are encouraged to attend curriculum information evenings to learn more about the PYP.

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PYP TRANSDISCIPLINARY THEMES Learning through inquiry, a child’s investigations across and beyond subject areas will strengthen knowledge and understanding as they explore global, topical and relevant ‘big picture’ questions, or transdisciplinary themes. These themes are explored through units of inquiry using knowledge, skills and concepts derived from six subject areas. Each of the themes are selected for their global significance and relevance to the real world.

WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OURSELVES

An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

HOW THE WORLD WORKS

HOW WE ORGANISE OURSELVES

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision making; economic activities and their impact on humankind and the environment.

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SHARING THE PLANET

An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

05 | CURRICULUM AND CO-CURRICULAR

English

Language is our major means of thinking and communicating and is fundamental to learning; it underpins and permeates the whole curriculum. The development of fundamental language skills entails not only learning language, but also learning about language and through language. We nurture an appreciation of the richness of language, including a love of literature. Whilst the four communication strands – listening and speaking, viewing and presenting, reading, and writing – can be observed separately, they are interrelated and interactive, with learning in one element supporting learning in another. Specific attention to the conventions of language, such as grammatical structures and spelling, is embedded in the programme.

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Mathematics

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Mathematics is an integral part of daily life and consequently all students endeavour to develop mathematical thinking skills in order to understand relevant concepts and strengthen their ability to transfer these into practical situations at home, school and in daily life. We want students to become confident users of the language of mathematics and look upon mathematics as a way of thinking, analysing and solving problems. Mathematical understanding of number, measurement, data handling, space and shape, and pattern and function are developed through exploration and activities that are physical and realistic. Developing number fluency is very important, but we also work towards students developing the proficiencies of reasoning, understanding and problem solving.

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Science

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Science is embedded within the PYP units of inquiry and develops the students’ curiosity for the natural world and its phenomena. It builds the students’ skills and confidence to inquire into the world’s behaviour whilst learning about important scientific principles. We develop in students a broad understanding of the important ideas and explanatory frameworks of science, along with the skills and procedures of scientific inquiry. Learning about the impact of scientific and technological advances on society and the environment is an important part of the programme. We acknowledge that scientific misconceptions will inevitably arise with the students, so we aim to challenge some of their existing ideas about how the world works. Through investigation, students are involved in processes where theories are tested and opinions or hypotheses are challenged. This develops their critical and analytical thinking, whilst also nurturing their open-mindedness and sense of wonder.

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Social studies

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In the PYP, Social Studies includes the study of Geography, History, and Civics and Citizenship. Through Social Studies, students learn about people in relation to their past, their present and their future, their environment and their society. Social Studies encourages curiosity and develops an understanding of a rapidly changing world. Through Social Studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to actively participate in their classroom, their school, their community and the world, to understand themselves in relation to their communities. Social Studies is embedded within the PYP units of inquiry.

05 | CURRICULUM AND CO-CURRICULAR

The Arts The Arts are a fundamental means of expression and communication in all societies. At Bostock House, Drama, Music and Visual Arts are offered to all students as part of the curriculum. Students learn ways of experiencing, developing, presenting and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative and develop self-confidence.

The focus of the Arts is for students to explore ideas and feelings relevant to them and their understanding of the world. Imagination and observation skills are combined to plan and create works. Many materials, media and spaces are employed for different purposes.

appreciate those of other artists both from past and present contexts. Within the programme, consideration is given to Australian Indigenous art as a lens through which Indigenous culture and history can be explored.

DRAMA

MUSIC

The Drama programme develops students’ artistic and creative abilities through dramatic interpretation of real-life and fictitious experiences. Relationships, negotiation and cooperation are all necessary parts of Drama lessons and performances. Students participate in a range of games and activities that develop their creativity, improvisation skills, spatial and body awareness and an ability to work cooperatively.

Music is a language of emotions and a uniquely structured symbol system. It develops spiritual, social and cultural dimensions, musical skills, coordination and fine motor skills. The development of both the practical and creative areas of the brain is fundamental to music making.

VISUAL ART The Visual Art programme encompasses arts practice and appreciation with the goal to develop creativity and explore imagination. Students develop knowledge and skills in a broad range of art forms including drawing, painting, printmaking, ceramics, three-dimensional construction, digital art and textiles. The Art curriculum is often integrated with the PYP classroom units of inquiry. Students reflect upon their own artworks and

Individual Tuition Programme Individual music tuition is offered to Bostock House students in Piano, Violin, Cello, Guitar, Flute, Ukulele and Voice. Specialist tutors lead these lessons and the service is a convenient, optional extra for parents to choose. Lessons usually run for 30 minutes per week and typically during the school day. Instrument hire is available for some of the instruments.

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Language At Bostock House, students learn Chinese from ELC to Year 4.

CHINESE Additional language learning is a fundamental part of our curriculum and forms part of the overall language-learning programme. The Chinese curriculum is constructed with two main intentions: to develop a love of an additional language through understanding and developing the skills needed to decode and interpret language, and to build cultural understandings associated with the study of the Chinese culture and lifestyle.

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05 | CURRICULUM AND CO-CURRICULAR

Physical education Through Physical Education, students work to increase their knowledge and skills and to develop positive beliefs, attitudes and values about physical activity. Students are provided with opportunities to learn and practise skills and behaviours that support a healthy and active lifestyle.

PERCEPTUAL MOTOR PROGRAMME The Perceptual Motor Programme (PMP) is a movement-based programme that helps younger students improve their eye/hand and eye/foot coordination, fitness, balance, locomotion and eye-tracking skills. Students in ELC, Prep and Year 1 participate in weekly PMP sessions

SPORT Students in Year 3 and Year 4 participate in weekly Sport sessions that involve applying their physical education skills in game situations. Local sporting facilities and the facilities at our Corio campus are used for these Sport sessions. All students participate in annual sporting events such as swimming lessons, House sport events, and the whole school Athletics Day.

FUNDAMENTAL MOTOR SKILLS PROGRAMME All students from Prep through to Year 4 take part in the Fundamental Motor Skills programme. Fundamental motor skills include throwing, catching, kicking, striking, bouncing, running, leaping and jumping. All students participate in skill sessions and activities on a weekly basis.

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CURRICULUM AND CO-CURRICULAR | 05

Library The Library provides a warm and welcoming environment and fosters the love and use of literature for a variety of purposes.

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Students develop information skills, strategies and an appreciation of language and literature that will assist them to become informed decision makers and lifelong learners. Therefore, our Library programme is a central component of the PYP. Information Literacy sessions enable students to develop research skills, which enables them to question critically and evaluate relevant material for units of inquiry. Students are also supported to develop an awareness of cyber-safety. The Library enhances learning throughout the year by providing students with access to an extensive, contemporary literature collection, ‘Browse and Borrow’ sessions and experiences with visiting authors.

05 | CURRICULUM AND CO-CURRICULAR

Religious and values education

Christian values and concepts such as love, honesty, friendship and sharing are incorporated into all aspects of our daily life. These are also explored through discussions relevant to real-life experiences and children are encouraged to articulate their thoughts and feelings, and to respect others. Cultural celebrations significant to the children are explored throughout the year. Each term, the children attend church services at All Saints Church, Newtown and will visit the Chapel of All Saints at Corio Campus throughout the year.

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05 | CURRICULUM AND CO-CURRICULAR

E learning

Our technology-rich world now demands that we adapt, collaborate and work with a variety of Information and Communication Technology (ICT). Students at Bostock House learn about technology as well as learn through technology and have access to devices such as iPads and notebooks. Promoting responsible and ethical digital citizenship is a fundamental part of the students’ learning.

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Inclusive learning

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Students requiring additional support, or extension, attend inclusive learning lessons and are supported inclusively in the class setting. The inclusive learning teacher, in consultation with the class teacher, provides a programme that caters for the specific needs of the child. Inclusive learning involves the identification of students in need of support or extension, diagnosis of the point of difficulty in the learning experience or development, and the establishment of a class-teaching programme. This involves targeted intervention designed to address gaps in learning, or to extend learning.

06 | STUDENT WELLBEING

Student wellbeing

Research indicates that the benefits of Positive Education are engagement, increased learning and improved academic performance. It also promotes: - hope and optimism

Our School has a reputation for developing the individual and equipping them to go into the world with confidence, a sense of purpose and a preparedness to make a meaningful contribution in whatever area they decide to engage.

- creativity, healthy personality development and perspective in life

Positive Education prioritises wellbeing and gives students the skills and strategies to manage failure, to understand the reasons for failure and to build from life experiences found to be challenging.

- higher levels of empathy and greater acceptance of others - community health and wellbeing Through explicit and implicit curriculum development, students will engage in activities that promote the principles of authentic happiness, the development and use of one’s character strengths and the learning of skills to enhance one’s level of resiliency. Under the umbrella of wellbeing students will also learn about other significant life skills and concepts including mindful meditation, the connection between emotional and physical wellbeing, nutrition and fitness for life, and a balanced approach to life in general.

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07 | CAMP

Camp Camps provide an opportunity for students to develop independence, strengthen connections and often challenges them to try and experience new things.

Our Year 3 and Year 4 learning community experiences a three-day camp at a beach and bush location. The children take part in a range of outdoor activities including bushwalking, canoeing, rope initiative courses and environmental activities.

Positive Education – camps can be powerful in fostering student growth and wellness through the development of positive relationships, positive physical activity and participating in purposeful activities with their peers.

Team activities such as tidying the cabins, helping around mealtimes or completing the low ropes course can also bring new experiences and levels of responsibility. During camp, children experience our three strategic pillars: Adventure Education – taking part in a variety of physical tasks in the natural environment requires students to show courage and promotes active experiential learning. Creative Education – group activities develop an appreciation of the importance of working collaboratively and creatively to overcome challenges. Cooperation, communication and problem solving occur in real life contexts and help form a strong foundation for future learning.

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08 | STUDENT LEADERSHIP

Student leadership Leadership experiences start in the ELC. Students across all year levels are provided with opportunities to assume roles of responsibility.

Opportunities to develop leadership can include in assembly, in the classroom, in the buddy programme and in sport, music, drama and other daily activities. Through this, students begin to develop a deeper understanding of GGS’s core values of courage, compassion and curiosity, and develop confidence in their ability to manage challenges and contribute within the School community.

ACTION AND SERVICE Action is a key element within the PYP. It is the core of student agency and is integral to the PYP learning process and to the programme’s overarching outcome of international mindedness. By taking individual and collective action, our students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with and serving others for a shared purpose. When students see tangible actions that they can choose to take to make a difference, they see themselves as competent, capable and active agents of change.

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0 9 | C U LT U R E A N D E N V I R O N M E N T

Culture and environment

NURTURING BELONGING AND INCLUSIVITY At GGS, we champion a strong culture of community, inclusivity and belonging. We are committed to nurturing an equitable and inclusive society, and wholeheartedly embrace the diversity and myriad of learning opportunities that every child and every family brings with their unique identity, life experience and background.

BUDDY PROGRAMME Buddy programmes are a wonderful opportunity for children of different ages to come together and learn from each other. At Bostock House, our buddy programme includes children of varying year levels meeting, connecting and engaging in a range of shared activities. By incorporating buddies into our school, we help to facilitate a happy and connected student community.

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CONNECTION TO THE ENVIRONMENT AND INDIGENOUS CULTURE We place immense emphasis on supporting children to become environmentally responsible and develop a connection to their natural world. We also acknowledge the Aboriginal and Torres Strait Islander peoples as the traditional owners and custodians of these lands and recognise our responsibility in educating our children about Australia’s cultural heritage and Indigenous perspective. Our educators work closely with our Indigenous liaison officer to provide meaningful learning in Aboriginal and Torres Strait Islander cultures, traditions, histories and experiences. This can encompass all subject areas through a combination of classroom learning, projects, incursions, excursions and co-curricular activities.

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1 0 | DA I LY S C H E D U L E

Daily schedule Each class has a set timetable for specialist and generalist lessons. Timetables are shared with parents at the start of each term.

A typical daily schedule: 9.00am CLASSES COMMENCE 10.00am BRAIN BREAK Fruit snack in class 11.00 – 11.30am RECESS 1.00 – 2.00pm LUNCH Students eat lunch in their classrooms until 1.10 pm. 3.30pm CLASSES DISMISSED Children may transition into Out of Hours School Care before school and at the end of the day.

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AT T E N D A N C E | 1 1

Attendance procedures

Absence

Out of Hours School Care

If your child will be absent from school due to illness or unforeseen circumstances, please telephone Bostock reception on +61 3 5221 7760 before 9.30am. For planned short absences, parents should email their child’s class teacher and copy in the Bostock office email address (bostock@ggs.vic.edu.au). Requests for longer periods of absence, for example holidays, should be emailed to the Bostock office and marked attention to the Head of Campus with details of the reason and proposed dates of non-attendance.

This service is provided from 8 am to 8.30 am for ELC to Year 4 students and after school from 3.30 pm to 6 pm. Regular bookings can be made at the Bostock office. Occasional care is possible, and parents should notify the Bostock office by 1.30 pm on the days when it is required. Children are provided with afternoon tea and take part in a range of activities based on their interests. Older children can use the time to complete homework if they wish.

Late arrivals and early departures

Parking is very closely monitored in Noble Street. Please be aware of all parking signs and bus zones. A crossing supervisor is employed by the City of Greater Geelong to ensure parents and children can cross Noble Street safely.

Students should arrive at school in time for roll call at 9am. Students arriving after 9am should report to the Bostock office with their parent. Parents are asked to sign their child in before heading to class. Parents who need to collect their child prior to 3.30pm are asked to go to Reception and sign out prior to collecting their child from the classroom.

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Parking

1 2 | C O L L A B O R AT I O N

Collaboration with parents Parents are the most important people in a child’s life, and we believe it is fundamentally important to work in partnership to optimise your child’s growth and development. All members of our GGS staff are committed to working together with families to ensure that every student is cared for, supported and encouraged so that they can benefit from every aspect of school life.

TYPES OF PARENT COMMUNICATION In-person / day to day communication Our educators welcome the opportunity to hear from parents and are the first point of contact should you have any concerns or would like to update them with relevant information. They are always contactable via email, or if you would like to discuss a matter in detail, please make an appointment to do so. You are welcome to make an appointment with our Head of Campus at any time during the year to discuss your child’s progress or any concerns. If you need to convey an urgent message, please contact the Bostock office + 61 3 5221 7760 and they can relay a message to the appropriate staff member or your child.

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Friends of Bostock

Student Learning Conversations

Our parent support group, the Friends of Bostock, helps drive connection in our community. The committee meets on a regular basis during the school year, supporting our campus in a variety of ways, through social events, special events and fundraising. Annual events organised by the Friends of Bostock include a welcome cocktail party at the beginning of the school year and many other social events for both adults and children. These events provide wonderful opportunities for our community to come together in a relaxed, friendly atmosphere, and for parents to meet other parents and staff.

Student learning conversations (previously known as parent teacher interviews) are conducted twice a year and provide an opportunity to discuss your child’s social, emotional and academic progress with their teachers. This is a valuable time to formally connect and share information, as well as set learning goals for the next semester.

Details for Friends of Bostock events and activities are published in the Bostock Newsletter. Newsletter The Bostock Newsletter is distributed to families via HIVE. The newsletter contains news of school and class activities, details of future events and other important upcoming dates. Please ensure you take the time to scan the fortnightly newsletter as it may contain important details to be aware of.

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Student Reports At the end of Semester 1 and Semester 2 comprehensive written reports are prepared for each student. Parents receive an email from the school advising that reports are available to view online via HIVE. Social media channels Geelong Grammar School news for all campuses is regularly posted on the School’s social media channels: Instagram: @geelonggrammar Facebook: @GeelongGrammarSchool Twitter: @geelonggrammar

1 3 | H E A LT H A N D S A F E T Y

Health and safety

Accidents If your child becomes ill or has an accident at school, every endeavour will be made to contact you to collect your child as soon as possible, if deemed necessary. First aid given for any accidents will be written up on the appropriate forms, and parents will receive written notification of any treatment their child has received. Allergies, anaphylaxis and asthma Students with known allergies for whom an Epipen or Epipen Jr has been prescribed MUST provide two Epipens and any other prescribed medication to the school, labelled with the student’s name and class. Each student’s Epipen will be stored in the first aid office and the student’s classroom. The Bostock nurse records the expiry date of Epipens and alerts parents one month prior to the expiry date to allow adequate time for a replacement pen to be prescribed. An action plan must be completed annually by the student’s medical practitioner, as specified on the ASCIA website www.allergy.org.au. Parents are required to meet with the Head of Campus and class teacher at the beginning of each year to review the student’s GGS anaphylaxis management plan. Parents should alert the school if an anaphylaxis episode occurs out of school hours or there are changes to their child’s action plan. For students with medically diagnosed severe allergies for whom no adrenaline auto injector has been prescribed, an ASCIA Action Plan for Allergic Reactions must be completed annually by the student’s medical practitioner as specified on the ASCIA website www. allergy.org.au. This needs to be provided to the Bostock nurse along with the recommended medication. Parents are required to meet with the Head of Campus and class teacher at the beginning of each year to review the student’s GGS allergy management plan. Parents should alert the school if there are changes to their child’s action plan. In line with The Asthma Foundation Victoria Guidelines for Schools and Early Learning Centres, Bostock House has adopted single person use spacers. Spacers should always be

used when administering reliever ‘puffer’ medication as they deliver medication more efficiently and are an essential part of the asthma first aid procedure that Victorian schools and preschools are instructed to follow. Parents/carers are responsible for ensuring their child’s medication and spacer (or compatible face mask if under five years of age) is always available to staff. A school asthma action plan must be completed annually by the student’s medical practitioner, as specified on the Asthma Foundation Victoria website www.asthma.org.au Parents are requested to refrain from including foods known to contain allergens in all snacks and lunches brought to school. If unsure, please consult with your child’s class teacher or the Head of Campus. Head lice Outbreaks of head lice happen from time to time. If lice are found, parents will be contacted and asked to treat the condition. We recommend tying long hair back and checking regularly for lice to help minimise the risk of lice entering or spreading in the school. Illness If your child is unwell, it is recommended that they remain at home to ensure they can rest and recover quickly, and to help minimise the spread of infection. Our School has a legal responsibility to help manage infectious diseases and support the prevention and control of disease transmission. As part of this, we are required to follow Department of Education and Early Childhood Development regulations regarding periods of exclusion/absence from school following a case of a child having contracted an infectious illness. A list of common infectious illnesses and their exclusion periods is available from the Victorian Health Department website: www2.health.vic.gov.au/ public-health/infectiousdiseases/ school-exclusion

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If your child contracts an infectious illness/ disease, please inform our Head of Campus. All parents will be notified of any occurrence of an infectious disease or head lice within the school. Immunisation status By law, all parents/guardians planning to enrol their child at a primary school must provide an Immunisation History Statement from the Australian Immunisation Register (AIR), even if it shows that the child has not received any vaccinations. We will keep a copy of the Immunisation History Statement so that, if there is a disease outbreak, unvaccinated children can be quickly identified and excluded from school until the risk of infection has passed. Medical conditions There may be some aspects of your child’s health that should be discussed with the Head of Campus or classroom teacher. Diagnosed disorders or illness, the taking of medication, allergies, behavioural/medical concerns or recurring problems need to be discussed and documented. This information is kept confidential and it is invaluable to ensure the appropriate care for your child. Medication Should a child require medication during the day, we require written consent by a parent or guardian via the Medication Form, which is available in the Bostock reception and must be completed each day medication is required. The medication must be in the original packaging with the original prescription label, dosage and instructions. Medication must be handed to a staff member; under no circumstances is any type of medication to be left in a child’s bag.

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Sun safety Bostock House has a number of strategies in place to ensure that your child’s skin is protected from sun damage whilst at school. Children are required to wear the school hat for outside play in Terms 1 and 4. The hat is required for sport as well as for recess and lunchtime play. Children without a hat will have to remain in shaded areas. Positive role modelling is provided by teachers who also wear hats when outside for activities or playground duty. Sunscreen is provided in all classrooms for children’s use; however, it is advisable to apply sunscreen routinely in the morning before your child arrives at school. Washing hands Whilst it may not be possible to prevent the spread of all infections, we aim to create a hygienic environment to minimise the spread of diseases and infections in our school. Children are encouraged to wash their hands at appropriate times throughout the day. We ask all parents to support us in helping children to develop appropriate personal hygiene habits that will become embedded as they grow and develop. We also encourage children to cough and sneeze into their elbow and keep their hands away from their mouths, other body parts and other children unless necessary.

1 4 | E S S E N T I A L I N F O R M AT I O N

Essential information A–Z

Calendar

Classroom resources

Term dates for 2022 can be found on the GGS website, and at the back of this handbook. The community calendar of events is available via HIVE. Families are also made aware of upcoming events relating to Bostock House through the Bostock Newsletter via HIVE.

The class resources required for students each year will be ordered by the school and managed by the class teacher. The resource items include the GGS school diary and a stationery pack. These items will be charged to your School Fee account as ‘Booklist’ in Term 1 each year. For new students starting throughout the year the Booklist will be charged in the term of commencement.

Celebrations Assembly Assemblies take place fortnightly. They provide the opportunity for the whole school to meet, and for staff and students to share their learning and important news, present people with awards or congratulations for various achievements, celebrate special days, and hear performances from other students. Once a year, using a variety of performance techniques, each class presents their learning from one unit of inquiry to their parents and classes in the form of a learning journey assembly. Birthdays We value the opportunity to connect with children and their families, which can include celebrating a child’s birthday. Our birthday rituals focus on making the child feel valued and an important part of our School community, which we believe helps to foster self-esteem, companionship and kindness. For health and safety reasons, we do not include food or special treats as part of the celebration. If for any reason you do not want your child’s birthday recognised in class, please let us know. If you are inviting children to a birthday party, please pass invitations directly to the educators who will organise for these to be distributed discreetly. Buses Please contact the office at Bostock House for information regarding bus travel to and from Bostock House.

Bostock House takes part in many celebrations throughout the year including Easter, Grandparents/ Mothers/Fathers/ Special Persons Days, Book Week, Christmas and our Bostock Festival, which is an evening event held at our Corio Campus in December. Throughout the year, we celebrate many special days focusing on individual, local, national and international events and occasions. Church services Choosing to be a part of GGS is to choose to live and learn in a community where Christian values of love, forgiveness, compassion, hope, inclusion, justice and diversity are central to our character and present in all that we do. Attending Chapel each term allows our young learners to become familiar with the customs of the Anglican Church, and to take part in the quiet reflection time. Our Chaplains from the Corio Campus welcome and lead us through the service each term. Parents and family are welcome to attend. Class contact lists Class contact lists are available on HIVE. Parents may opt out of having their details shared on the intranet. Please ensure your contact details are kept up to date by advising the Bostock House office of any changes.

Communication Our online Portal and Learning Management System (LMS), The Hive is the primary communication channel between parents and the School. Additionally, staff will use a variety of strategies to communicate with you about your child and their learning via email, telephone or face to face conversations. Students also have access to a wellbeing diary which may be used as a communication tool as well. Excursions/ incursions Excursion and incursions play an important role in supporting children’s learning. Bostock House students take part in a wide range of excursions and incursions designed to enhance their learning experiences. We value the environment, community organisations and other experts to help us to learn. In the past we have made visits to the local parks, Narana, Queenscliff, Sovereign Hill, Werribee Zoo, Melbourne Zoo and Melbourne Museum. For regularly scheduled excursion outings such as sport, we will ask parents to sign a consent form prior to the activity commencing and this will cover the duration of all those identified activity events. For individual off campus excursions or camps, we will ask parents to sign an individual consent form prior to each event. For excursion destinations within walking distance from the campus, we will ask an excursion permission form to be signed which will provide consent for your child to attend these throughout the year. Parents and guardians are notified in advance when these excursions will be occurring.

BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

E S S E N T I A L I N F O R M AT I O N | 1 4

Fee payments

Library

Transitioning into Prep

For any school fee account enquiries, please contact the Accounts Department: Tel: +61 3 5273 9200 Email: accountssupport@ggs.vic.edu.au

Students can borrow books from the School’s well-resourced library. In order to do so, please ensure your child has their clearly labelled library bag on the day that is allocated for library borrowing.

Food and drink

Lost property

In the interest of good health and sustainability, we encourage children to eat healthy nutritious foods to support their learning and interactions. Commercial packaged foods such as chocolate/muesli bars, chips, sweet drinks, chocolate biscuits, health bars and roll ups are not recommended. For ideas on types of foods to include in your child’s lunch, please visit http// heas.health.vic.gov. au/schools/ healthy-lunchboxes

We strongly encourage families to name all items brought into school. We will return lost items to children where possible. Unnamed items will be placed in the lost property basket which is located at the backdoor of the main House. Parents and children are welcome to look for items at any time.

To enable a smooth and positive transition into Prep, children will participate in a ‘Next Step at Bostock’ (orientation programme) during Term 4. Through this initiative, children will start to familiarise themselves with their new learning environment and get to know their classroom teacher. Our ELC and Prep educators collaborate closely to ensure comprehensive handover information for each child if they are coming from our ELC. There is also an information evening for all parents with a child transitioning to Prep. Notification of dates will be sent during Term 3.

We encourage you to supply food in labelled, reusable containers along with a reusable water bottle each day. An icepack during the warmer weather will help to keep your child’s food at a safe temperature range. A separate snack container for snacks, rather than a large amount of lunch included in one container, is preferable. Please be mindful that we are a NUT FREE school, this includes Nutella and peanut butter and some biscuits and bars. House Each student at Bostock House from Prep to Year 4 belongs to a House. The House names and correlating colours are Austin (blue), Morres (purple), School (yellow) and Volum (red). Every Tuesday your child will wear their sports uniform and House colour polo t-shirt. Jewellery Students are encouraged to keep their jewellery at home. Girls may wear plain studs or sleepers. Hair ribbons and ties should be the school colours and can be purchased from the Uniform Shop.

BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

Out of Hours School Care See Attendance section for details Performances / special guests From time to time, professional performers or special guests will visit the campus. Performances and visitors are designed to enhance the learning taking place within a unit of inquiry or are organised as a special event. Parent intranet HIVE is the main communication portal for parents, and used as a learning platform by the School. Parents can access statement of fees, the School calendar and other important information. Parents are provided their own username and password and encouraged to visit the Hive regularly. Assistance with login details or access issues can be directed to GGS IT Support. Email: support@ggs.vic.edu.au

Transitioning from Year 4 to Middle School (Year 5) Students moving from Bostock House to Middle School at Corio Campus engage in an orientation programme in the year leading up to commencement. This includes several opportunities to visit Corio Campus to interact with current Years 5 and 6 students, meet the Middle School teachers and staff, and participate in activities involving class work and sport. Middle School tours are available for parents and students throughout the year.

15 | UNIFORM

Uniform

BOYS Blazer: grey with blue trim Jumper: grey with blue trim Shirts: blue short-sleeve or long-sleeve

All Prep to Year 4 students are asked to wear clearly labelled and correct uniform to School. Days of the week The Academic uniform is worn on Monday, Wednesday and Friday. The Sports uniform is worn on Tuesday and Thursday. On Tuesday, your child should wear their House colour polo t-shirt with their sports uniform. On Thursday, your child should wear the GGS blue colour polo t-shirt with their sports uniform. Summer / winter uniform Summer uniform is to be worn Term 1 and Term 4. Hats are compulsory in Term 1 and Term 4 with both academic and sports uniform. Winter uniform is to be worn Term 2 and Term 3.

ACADEMIC UNIFORM GIRLS Blazer: grey with blue trim Jumper: grey with blue trim Summer: dress or grey shorts with short-sleeve blue shirt Summer: white socks mid-calf or short grey socks may be worn with shorts Winter: grey kilt or pinafore, worn with blue short-sleeve or long-sleeve shirt, or grey pants worn with blue short-sleeve or long-sleeve shirt Winter: long grey socks with blue stripe or black tights Tie: blue with grey stripe (optional) Shoes: black lace-up (polishable), prep may wear velcro shoes Hat: blue wide brimmed with GGS crest

Our uniform is an expression of community and pride. We kindly ask students and parents to ensure they are well presented when in public.

Trousers: grey poly wool

Uniform Shop

Shorts: grey poly wool

The uniform can be purchased from the GGS Uniform Shop, which is situated on the second level of the Handbury Centre for Wellbeing at our Corio Campus. The shop sells both the GGS academic and sports uniform, including new and pre-loved.

Socks: long grey socks with blue stripe worn with shorts or trousers, short grey socks may be worn with shorts in summer Tie: blue with grey stripe (optional) Shoes: black lace-up (polishable), prep may wear velcro shoes Hat: blue wide brimmed with GGS crest

SPORTS UNIFORM GIRLS AND BOYS GGS Sport Jacket: GGS blue (optional) GGS Track Pants: black (optional) Microfleece GGS jumper: black

As part of our ongoing preventative management of COVID-19, we kindly ask parents to make an appointment when purchasing their child’s uniform, by telephoning + 61 3 5273 9329 or email uniformshop@ggs.vic.edu.au When shopping for a student new to the School, please allow 45 minutes to one hour to have the complete uniform fitted correctly.

GGS polo top

Opening hours

House polo top

Uniform Shop opening hours are communicated on HIVE.

Black shorts with logo Socks: white with blue trim Sneakers/Sports runners

Additional Items GGS backpack GGS sports bag (Hav-a-Sak) GGS pencil case: students new to the School are supplied with a large pencil case, charged to the School Account. Years 1-4 a small pencil case is optional. GGS library bag GGS drink bottle Student presentation and grooming We kindly ask that hair is well-groomed, clean and combed. Extremes in hairstyle, colour or length are discouraged. Make-up and nail polish is not to be worn. Hair below shoulder length should be tied back with a hair-coloured or School-coloured tie. Black shoes should be kept clean and polished.

BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

1 6 | K E Y C O N TA C T S

Head of Campus Rachael Dewhurst

Deputy Head of Campus & PYP Coordinator Nicola Rule

Head of Early Learning/Classroom Teacher Diana Hammond

Classroom Teacher Jane Marney

Classroom Teacher Michael Stafford

Classroom Teacher Stacey Clancy

Classroom Teacher Andrew Groves

ELC Teacher Sharon Couch

ELC Co-Educator Andrea Catena

ELC Co-Educator Stephanie Gentiluomo

ELC Co-Educator & Out of Hours School Care Assistant Lianda Peric

Library Alison Humphreys

Mandarin Xing Liu

Performing Arts Shae Stabryla

Physical Education Wendy Breer

Visual Arts Deb Fisher

Inclusive Learning Stuart Kearney

Inclusive Learning Elisabeth Somers

Chaplain Father Howard Parkinson

Administration Tracey Brown,

Administration Annette Arkinstall

Out of Hours School Care Chanel Mikota

Out of Hours School Care Morning Coordinator Celine Ingram BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

T E R M D AT E S | 1 7

CONTACT INFORMATION

2022 TERM DATES START DATE

FINISH DATE

TERM 1

Tuesday 1 February

Friday 8 April

TERM 2

Wednesday 27 April

Friday 24 June

TERM 3

Tuesday 19 July

Friday 16 September

TERM 4

Tuesday 4 October

Friday 9 December

The School is closed on the following dates: LABOUR DAY

Monday 14 March

MID-TERM BREAK

Monday 30 May

MID-TERM BREAK

Monday 22 August

POLICIES & PROCEDURES School policies and procedures, including the Child Safety Policy, Code of Conduct Policy and Inclusivity Policy are available on the school intranet under the ‘Parent Resources’ tab.

BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

The Bostock House school office is open between the hours of 8.30 am and 4.30 pm. Please do not hesitate to contact our friendly staff for any matters.

School Office: +61 3 5221 7760 ELC Office: +61 3 5221 6744 E: Bostock@ggs.vic.edu.au IT Support: support@ggs.vic.edu.au

Shaping a better world

BOSTOCK HOUSE 139 Noble Street, Newtown, Victoria, Australia 3220 T +61 3 5221 7760 E bostock@ggs.vic.edu.au CRICOS 00143G