Government Primary Schools Guide 2021

ISSUE 1 • 2021

Government Primary Schools Guide

Government Primary Schools Guide

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Community – we embrace the diversity of the local area and welcome each family to the Spring Parks PS community, knowing that we each have something to learn from and contribute to each other.

As a school, we value the relationships that develop between our school and our families.

We know that it is vital that families work together with us in educating and nurturing our students, and parents have many opportunities to engage with the events that we run throughout the year.

Each year we hold events for Harmony Day, Spanish Day, Mother’s and Father’s Day breakfast and special evenings throughout the year.

If you are interested in joining the Spring Parks Community, then please contact the Office at West Campus on 9546 6402 or the Valley Campus on 9547 3222 and we will happily take you on a tour of our wonderful school.

www.springparksps.vic.edu.au VALLEY CAMPUS: 27-39 Clarke Road, Springvale South VIC 3172 T: 9547 3222 F: 9558 4891 2

Government G Gov Go ern nmentt P Primary rimary y Sc S Schools hoo ols Gui G Guide uide d

Foundation 2022 Information Night Wednesday 26 May 7 p.m. at West Campus or via an online platform https://eduvic.webex.com Meeting number: 165 286 7738 • Password: spps5538

Email: spring.parks.ps@education.vic.gov.au WEST CAMPUS: 24 Erica Street, Springvale VIC 3171 T: 9546 6402 F: 9547 2763 12487609-CG19-21

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BAYSWATER SOUTH PRIMARY SCHOOL www.baysouthps.edu.au

ADDRESS Enfield Dr, Bayswater VIC 3153 (03) 9729 2862 Principal Mr Bret Mottrom

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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

Government Primary Schools Guide

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.

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Beaconsfield Primary School IT takes a team to build a dream!

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

The teacher - student relationship is treasured at Beacy, it underpins our work and our beliefs.

We believe that every child: ■ Should be loved and accepted for who they are unconditionally.

■ is accepted for who they are, and we expect them to accept and show compassion for other children in the same way, welcoming and including them.

■ can learn in a safe, positive and supportive environment.

■ Should be respected, recognised and valued for their diverse needs and abilities.

■ should be challenged so that they reach their potential - holding expectations high.

■ should have a teacher that understands them and teaches with passion and commitment.

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

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

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Government Primary Schools Guide

■

we have the right to express ourselves and an obligation to listen to others and whilst we may not agree with what someone is saying, we respect their right to hold their views and share them.

■

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

■

we encourage teachers and students to protect the weak and speak up for the rights of others.

We strive to ensure each child achieves their potential: We will do our best to ensure that our children are: confident learners; that they try their best and pursue excellence.

■ resilient and bounce back when they experience difficulties.

■

■

given the opportunity to develop a strong sense of justice, values and beliefs.

■

ambitious, imaginative competent.

■

develop a sense of fun and of wonder.

■

enthusiastic and optimistic about their futures.

and

academically

For enrolment enquires for Prep 2022, please contact our school office in term 2, 2021.

Phone: 9707 1510.

Sincerely, The Beaconsfield Prep Team

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,Q D VFKRRO ZKHUH UHODWLRQVKLSV PHDQ HYHU\WKLQJ Open Day 8th May 10:00am— pm Enrolments open in Term 2 Phone 9707 1510 for all enquiries.

Cnr. Lyle Ave & Princes Hwy, Beaconsfield Website: www.beaconsfield.vic.edu.au

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Belgrave South Primary School BELGRAVE South Primary School has been providing excellence in teaching and learning for over 100 years. Located in the Dandenong Ranges, the school provides well equipped grounds and buildings in a beautiful setting. We are an integral part of the local community and we highly value the support of our parents and community members in our school each day. We work together to facilitate excellent learning opportunities, provide state of the art technology and develop innovative learning spaces.

Our Science and Inquiry Learning Centre and Maker Space supports the development of critical and creative thinking. We encourage high achievement and our students achieve excellent results.

We have strong links with local pre-schools and offer an extensive transition program that commences in July for enrolled students. We offer before and after school care and an exciting program of extra-curricular activities.

Beginning primary school is an exciting time.

The right start to school helps children build positive relationships and to develop a strong sense of identity and belonging, both of which are important to their long-term development, learning and wellbeing.

Our school tours give you the opportunity to see learning in action and meet our junior school teaching team. You can see the broad range of exciting learning programs and the many opportunities that are available to our students in

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Literacy, Numeracy, Science, Digital Technology/ Multimedia, Creative Arts, Physical Education, Japanese, Environmental Education, Hospitality (Plot to Plate Program) and Student Leadership.

Our Foundation Transition Program helps your child to become familiar with our school through specialist learning activities and play based sessions. Children will be well supported by their new teachers as they build their confidence and increase their readiness to start school. It is incredibly rewarding for both parents and teachers to watch our children grow socially, emotionally and academically during the program and throughout their early years at Belgrave South Primary School.

The program also gives us the opportunity to welcome and involve parents in our Belgrave South Primary School community. We run sessions especially for parents to explore what the early years of school involve and how we can work together to ensure that students make the best start to school.

We are proud of our school and look forward to meeting you for a school tour.

Stuart Boyle, Principal Belgrave South Primary School 175 Colby Drive, Belgrave South VIC 3160 Phone 97542505 Email: belgrave.south.ps@edumail.vic.gov.au Web: belgravesouthps.vic.edu.au

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Engaging Students via Augmented Reality CAPTIVATING students attention and interest is a central challenge for all teachers wishing to make a real difference. That challenge was put to my colleagues and me throughout our years in training to become teachers. That was then, many years ago, and it remains so now.

Technological advances have brought with them wonderful opportunities with which to enhance the engagement of students in their learning.

Paradoxically, they have simultaneously also brought with them, frustrating distractions.

How then to maximise the positive opportunities, whilst minimising the negatives?

Insofar as minimising the distractive potential of digital technologies, the Victorian Department of Education & Training have introduced a ban on mobile phones use by students during school hours, with limited exceptions.

On the other hand, how can schools capture the potential of digital technologies to best engage students in their learning? There is certainly no shortage of software available that teachers can access with this intent.

That is only the beginning - Immersive Experience STEM Education (IXSTEM), an acronym, by the way , which was non-existent just a few years ago, offers new and exciting pathways to engagement.

At Berwick Lodge Primary School, several years ago we embarked on a journey focused on better engaging kindergarten children in their learning as they transitioned to primary school.

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Technological advances have brought with them wonderful opportunities with which to enhance the engagement of students in their learning.

This culminated in the publication of an Augmented Reality (AR) illustrated story book, titled, The Adventures of Harry the Helmeted Honeyeater & Hettie the Forest Keeper late last year. Building on the success of this initiative this year we have introduced learning units on creating AR characters for our students.

Simultaneously we have partnered with Deakin University in a research project on the potential of AR to enhance student engagement in their learning.

As educators we owe our children our best efforts to provide them with the richest of learning opportunities and having them loving to learn is the bedrock. Why not check us out?

Henry Grossek, Principal Berwick Lodge Primary School

Primar y Schoo

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• Australian FLL Robotics Champions 2013 and Victorian FLL Robotics Champions 2015 • Radio program and film making • Student coaching program in wellbeing • Whole school robotics program • Whole school LOTE Mandarin program

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• Kevin Heinze Best School Garden Award 2018

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1212493110-JW21-21 Government Primary Schools Guide

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

Throughout all stages of schooling at Boronia K-12 College we aim to develop learners that strive to be: · · · ·

Skilled communicators Constructors of knowledge Real world problem-solvers Ethical users of technology

To achieve this goal, we offer quality teaching and learning programs delivered by highly skilled, innovative and enthusiastic professionals.

Our contemporary buildings and grounds are second to none and provide a stimulating learning environment where students are able to maximize their potential.

As students transition into schooling at Boronia K-12 College, they experience a challenging, differentiated curriculum designed to allow them to demonstrate their abilities and progress in their learning.

International Baccalaureate Primary Years Program We are proud to be seeking authorisation in 2021 as an International Baccalaureate World School delivering the Primary Years Program. The IB curriculum framework ensures students participating in a rigorous, challenging, inspiring and engaging programme.

The Junior School programs focus on the development of the whole child as an inquirer, both in the classroom and in the world outside. Students are supported in developing 21st century skills, using a constructivist approach where students build on prior knowledge.

The aim of all of our programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The IB allows us to offer a much more holistic and collaborative learning culture, reward individual research, community participation, creativity and global citizenship. It equips students with the necessary skills to meet the challenges of higher education and future vocations.

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Victoria School Guides Highly ranked on Google a useful resource tool for parents.

Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Governm e n t Sch hoollss Gu ide id Several frequently asked questions Se Sec have been answered and if you on dar y have a question that hasn’t been addressed then send it to our team for their input.

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Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.

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For further information regarding our range of education guides and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693

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Government Primary Schools Guide

The difference between bullying & fighting SCHOOL bullying is a global phenomenon with teachers often on the frontline of aggressive behaviour. New research highlights the role of early childhood teachers and the importance of correctly identifying and responding to bullying behaviours, and where additional training and support could help this issue.

A recent study by Dr. Lesley-Anne Ey, of the University of South Australia and Professor Marilyn Campbell of Queensland University of Technology (QUT), examines whether early childhood teachers’ understanding of bullying behaviours are similar or different to teachers of primary and secondary school students.

A former preschool and primary school teacher, Dr. Ey says, “There is limited research on teachers’ understanding of bullying and even less on teachers’ understanding of this behaviour in children under eight years old.

“Existing research suggests students who experience bullying before the age of eight years are vulnerable to the same negative outcomes as those who experience it later in childhood but bullying prevention programs in Australia don’t enter the school curriculum until Grade 4. Early childhood teachers are not being trained and supported to identify bullying and non-bullying behaviours.

“Children are rapidly developing in this age period and it is usually teachers to whom they turn to solve their problems.’ Ninety-five Australian early childhood teachers participated in a survey assessing their understanding of bullying and fighting and the differences between the two behaviours. The study found that although teachers could describe characteristics of bullying, such as the intent to harm, the power differential and repetition; many had difficulty clearly explaining distinguishing differences.”

Professor Campbell notes, “Recognising bullying and non-bullying behaviours is especially difficult in early childhood because of children’s complex social and emotional developmental processes. The difficulty of correctly identifying bullying behaviours, in early childhood, strengthens the argument for delivering professional training and support in this area to early childhood teachers.”

Both bullying and fighting are types of aggression but, “individuals who are fighting are

Early childhood teachers who misinterpret fighting, a playful joke, or a singular cyber-fight as bullying may deliver an inappropriate response. equally involved and have an equal intent to win, whereas bullying involves an imbalance of power with the person victimised not being able to stop the perpetrator.’

Dr. Ey says, “Correct identification of bullying and non-bullying behaviours is important so children are not mislabelled at an early age.

These two behaviours need to be distinguished because the intervention that is used needs to be different.”

The 2019 UNESCO report into ending school violence and bullying noted, “Children who are bullied are more likely to have poor educational attainment which impacts their opportunity to engage in higher education and limits their employment prospects.”

Dr. Ey comments, “There is a clear need to increase teacher’s knowledge of bullying to support the prevention and intervention of bullying. Results from the study suggest formal training about school bullying should be implemented for early childhood teachers to enable them to have a comprehensive understanding of the characteristics that constitute bullying.

“Teachers’ ability to recognise and respond to bullying is essential to support children’s wellbeing, especially in preschool and early primary school where students often look to their teachers for guidance about their behaviour.”

Ey, L & Campbell, M 2021, ‘Australian early childhood teachers’ understanding of bullying’ Journal of Interpersonal Violence, pp. 1-26, DOI: 10.1177/08862605211006355 For more information or an interview, please contact Dr Lesley-Anne Ey at the University of South Australia at Lesley-Anne.Ey@unisa.edu.au Government Primary Schools Guide

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Camberwell South Primary School ESTABLISHED in 1925, Camberwell South Primary School is located in the Eastern Melbourne Metropolitan suburb of Glen Iris in the City of Boroondara. Students are exposed to a rich, relevant curriculum that promotes lifelong learning and provides them with the attributes necessary to thrive in the 21st century as multiliterate global citizens.

Learners and Leaders The School values community members who strive to be learners and leaders. The eight attributes of learners and leaders as identified by the school community are: Respect, Pride, Empathy, Gratitude, Open-mindedness, Curiosity, Resilience and Innovation.

Wellbeing & Resilience The School creates a positive and inclusive environment that focuses on strong relationships and improving student’s emotional intelligence.

A comprehensive whole school social and emotional learning framework is grounded in the School’s values and embedded through the application of The Resilience Project and Respectful Relationships programs. Gratitude, Empathy and Mindfulness are woven into the curriculum.

Co-Curricula The School is committed to the provision of high quality education including a variety of specialised programs which include; STEM,

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Government Primary Schools Guide

Visual Arts, Performing Arts, French and PE as well as weekly Library classes run by classroom teachers and supported by a library assistant. An appointed High Ability Practice Lead accommodates gifted and talented students and has engaged Born to Soar, an external provider, to run weekly programs to further engage and extend those students from Prep to Year 6.

The innovative and popular STEM program seeks to develop fundamental skills in problem solving, design, critical thinking, risk taking, perseverance and curiosity through coding, robotics, design and 3D printing as well as other media creation activities.

The School has a vibrant and extensive Performing Arts program affording many opportunities for students including; classroom music, drama productions, band, singing clubs/ choirs and various private lessons such as instrumental sessions, dance classes during school hours and an after hours weekly drama class delivered by The Drama School.

Community The parent community is closely connected, offering support in abundance, continuously enriching the school. This is evident in many areas including the well-loved School Kitchen Garden, fully established and run by a group of enthusiastic parents

LEARNERS AND LEADERS

School tours are conducted weekly each Tuesday morning at 9.30am throughout the year.

Rich, relevant curriculum to foster multiliteracy growth Extensive wellbeing and enrichment programs Advanced STEM program, equipment, and facilities Comprehensive Performing Arts opportunities, including private instrumental tutors Engaged School community

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Camberwell South Primary School, Peate Avenue, Glen Iris, Vic, 3146 Phone: (03) 9889 4295 • Web: www.cambsth.vic.edu.au Camberwell South Primary School Government Primary Schools Guide

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OUR DATA SPEAKS FOR ITSELF

12493167-DL21-21

The smiles says it all

MANAGEMENT OF BULLYING YEARS 4 TO 6

LATEST YEAR (2020)

School Percent Endorsement

90.9%

Similar Schools Average

84.5%

State average

78%

SPECIALIST AREAS • STEAM • Visual Arts • Performing Arts • Cheer • Library • PE 18

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CARRINGTON PRIMARY SCHOOL Boutique School, Great School!

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• Family feel • Happy and safe environment • Small class numbers • Individualised learning programs • High expectations • Developing the whole child • High student voice and advocacy

PARENT SATISFACTION

LATEST YEAR (2020)

School Percent Endorsement

92%

State average

81.2%

SENSE OF CONNECTEDNESS (LATEST YEAR) YEARS 4 TO 6 School Similar Schools

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87.3%

81%

79.2%

State

0%

20%

40%

60%

80%

100%

ENROL NOW! Laura Road, KNOXFIELD 03 9763 9600 carrington.ps@education.vic.gov.au Government Primary Schools Guide

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Chelsea Primary School Principal’s Message AS the principal, I am committed to the pursuit of excellence through a friendly and supportive environment. For 110 years, we have served the needs of our community and we continue to provide excellent educational opportunities for all students.

At Chelsea Primary School, we only implement evidence-based teaching and learning practices that have been proven by research to deliver the best outcomes for all students in our care.

At Chelsea, the core literacy and numeracy skills are developed through explicit, direct instructional learning in the Junior Years. In the Middle and Senior Years, a combination of explicit instruction and student-centred learning is used to broaden analytical thinking and problemsolving skills.

Our School recognises the importance of academic opportunities and excellence as a gateway to a positive future for its students. Our educational programs are enhanced by Chelsea’s commitment to a strong social education program that includes fulfilling potential, supporting individual resilience, and developing personal character values. I believe in the principles of social justice and am committed to the school developing our students accordingly.

At Chelsea, we provide a calm and orderly environment for all. Across the whole school, we have established routines and consistency in learning and teacher protocols that ensure an environment where all students can reach their potential.

Our teachers are highly talented and dedicated.

They work in collaboration to develop a school culture that values teaching and learning. They encourage all students to strive to achieve their best with their academic learning, including developing their social and emotional wellbeing to ensure overall success. Our teachers are approachable, highly capable and dedicated to ensuring that every student in their care reaches their full potential.

Fostering a strong partnership between the family and the school through clear and continuous communication is a key element in students’ success at Chelsea. All parents are encouraged to be actively involved in their child’s

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Respect, Resilience, Responsibility and Relationships. education and school events, and decisionmaking opportunities.

Every aspect of our school programs supports the wellbeing of students, staff and families. We have in place protocols for identifying and monitoring our students’ wellbeing. Learning Intervention and Enhancement programs are provided to meet students’ individual needs.

Our school promotes a set of values that empowers students to make positive contributions to the School and the wider communities. Our students live and learn our values: Respect, Resilience, Responsibility and Relationships.

We celebrate the diversity of our School’s culture and community.

It is difficult to describe the array of opportunities for students at our school.

Therefore, I encourage you to take the time to meet me in person. Tours are held every Wednesday at 9:30 am (booking essential).

Alternatively, you can speak to the office staff to organise a personalised tour.

We look forward to showing you our wonderful school.

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CHELSEA PRIMARY SCHOOL RELATIONSHIPS – RESPECT – RESILIENCE – RESPONSIBILITY Chelsea Primary school prides itself on our motto of ‘Every Child Matters Every day’. We are committed to teaching and learning excellence and work closely with the government to implement best practice in line with the Education State. This aims to provide our students with the best learning outcomes and to reach their potential.

Chelsea Primary School delivers an evidencebased curriculum that focuses on: • Core academic skills that are developed through the use of an explicit, direct instructional learning model in all curriculum areas • The Science of Reading is implemented at Chelsea focussing on ‘The Big Six’ components of reading, Phonological Awareness, Phonics, Fluency, Vocabulary, Comprehension & Oral Language • A combination of explicit instruction and student-centred learning is used to broaden analytical thinking and problem solving as students become independent learners in the upper primary years.

• Extending students social and emotional development through our Wellbeing Approaches, School-wide Positive Behaviour Support (SWPBS), Respectful Relationships & Zones of Regulation curriculum.

• Response to Intervention – RTI model, we use a three-tiered framework for both Academic and wellbeing teaching

Book in a personal or group tour with our Principal on our school website

Open Day Email: Chelsea.ps@education.vic.gov.au Website: https://www.chelseaps.vic.edu.au/ Address: 34-44 Argyle Avenue Chelsea Vic 3196 T 9773 2055

Tuesday 24th May refer to school website for details

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Cranbourne Primary School CRANBOURNE Primary School is a small school offering students a big future! In our school of 250 students, we leverage our small class sizes and high support ratios to ensure every student is known, seen and extended as an individual.

Our students achieve excellence through our school values – PRIDE (persistence, responsibility, independence, discipline and enthusiasm).

We provide students a safe and nurturing environment, full of educational opportunities.

Cranbourne Primary School provides: ■ An environment where students have input into and take responsibility for their learning ■ Academic programs that help students develop to their maximum potential ■ Highly committed staff who provide a focused learning program for each child in their care ■ A caring and supportive environment where students feel safe and secure ■ A community atmosphere where students, teachers and parents know each other and work together Students have access to a variety of specialist programs each week including PE, ICT, STEM and the Arts. Our students with English as an additional language are also supported by an EAL teacher.

A diverse array of extra curricula activities are

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Every student is known, seen and extended. offered throughout the year. Students have opportunities to access teacher led clubs, camps and excursions. Sport, music and lunchtime club opportunities ensure students interests are catered to both in and out of the classroom. We have a close relationship with Cranbourne Secondary College and use this partnership to help our senior students prepare for their Secondary education journey.

At Cranbourne Primary School our students are involved in activities throughout the school to enhance positive relationships. Playground areas are open to all students which allows siblings and students across various ages to interact during recreation periods. Our Breakfast Club runs many mornings a week and helps our students to bond with teachers and each other while ensuring everyone’s learning is off to a great start.

If you like the idea of your child being known, supported and extended in a small school environment, contact the school to organise a tour today!

Lachlan Yeates, Principal

Cranbourne Primary School

A small school offering students a big future!

Organise a tour with the Principal today by calling 5996 1744 Address: Cranbourne Primary School, 42-58 Bakewell St, Cranbourne VIC 3977

Phone: (03) 5996 1744 Website: www.cranbourne-ps.vic.edu.au | Email: Cranbourne.PS@education.vic.gov.au 12492517-CG21-21

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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 maatters 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

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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 lowachievers, 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 welldeveloped – there is no data for younger children.

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Playing is Learning 26

Government Primary Schools Guide

Importance of effective primary learning CHILDREN learn an amazing amount as their learning journey continues through primary school.

Primary school education continues in Years 1 to 6 where children receive a strong foundation in eight core subject areas: ■ English ■ Mathematics ■ Science ■ society and environment ■ technology and enterprise ■ languages ■ the arts ■ health and physical education.

Literacy and numeracy are important learning areas. Learning focuses on ensuring your children understand mathematics, and learn to read and write competently. Many schools have specialist literacy and numeracy teachers to help your children develop these important skills.

Programs are designed to build natural curiosity and foster inquiring minds in the area of science and technology. In society and environment, they learn about the history and traditions at the heart of Australia’s democratic society.

Teachers plan for a balance of activities based on the learning needs of your children and other children in their class. In some instances specialist teachers teach the class, for example in art, music and physical education.

The classroom layout is more formal than Preprimary with students sitting together in groups or rows. Your children spend more time working at their desk and in small groups. Set days and times are allocated to each subject area.

If your children are having difficulty with any of the learning, speak with their teacher.

Homework and study Homework reinforces and supports the things your children learn at school. It is designed to get your children thinking and applying what they learn in different ways and encourages them to become independent learners.

During the first years of primary school homework involves fun activities such as: ■ reading with your children every day

■

encouraging your children to draw, write and tell stories

■

practising using numbers

■

encouraging your children to observe things in nature and to ask questions.

As your children progress through school, they receive specific tasks and projects designed to apply their knowledge in different ways - for example creative writing, oral presentations and assignments.

You can help your children by: ■ setting aside a set time each day for homework (also allow time for play and relaxation) ■

setting up a ‘homework space’ where your children can do their homework

■

setting up a schedule for big projects that take longer to complete so they are not left with one day to finish it

■

letting your children have a go at their homework first before helping them

■

asking your children to explain what they have done - explaining things in their own words is a great way to learn

■

checking your children’s homework when they are done for the day and working through any errors together

■

knowing where your children are up to with their homework so they do not fall behind.

If your children are having problems with their homework or with a specific subject or project, ask their teacher to spend some extra time helping them through the task.

Talk with your children’s teacher about the school’s homework policy for more details.

Ref: http://www.education.vic.gov.au Government Primary Schools Guide

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Elsternwick Primary School About Elsternwick Primary School: AT Elsternwick Primary School (EPS) students are empowered to be independent, critical thinking and collaborative learners. Their growth mindset fosters curiosity, and their confidence motivates them to thrive and succeed. The learning environment created by caring, dedicated and diligent staff cultivates an atmosphere where students feel safe, valued and included, supported in achieving academic success, while developing a positive sense of wellbeing and school pride. The school values of Respect, Responsibility, Personal Excellence and Curiosity are central to, and embedded in the school vision.

EPS is committed to building consistent practice by embedding a whole school instructional model and incorporating high impact teaching strategies. Our staff work collaboratively to ensure all students achieve at least 12 months learning growth each year in all curriculum areas and use multiple sources of formative and summative assessment strategies to track our progress. We aim to provide an environment where students are supported to be curious, creative and critical thinkers whose voice is clear and valued. Our positive and collaborative climate for learning is built by staff, students, parents/carers and the community with a clearly articulated vision to ensure that student achievement, engagement and wellbeing is enhanced.

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We aim to provide an environment where students are supported to be curious, creative and critical thinkers whose voice is clear and valued.

Prospective Families: Elsternwick Primary School is committed to ensuring that all students and their families feel a part of the school community. To support families with their decision to enrol their child at EPS, we provide informative tours with Year 6 student leaders and our Principal to showcases our beautiful grounds and facilities and talk through how we successfully cater for the social, emotional and academic needs of all students.

We also provide a comprehensive transition program for students new to the school.

The program focuses on ensuring students and parents/carers feel safe, happy and supported throughout their schooling life at EPS. Please see our school website and orientation links for more information on Elsternwick Primary School www.elsternwickps.vic.edu.au.

Tours a re 9.20am at on Wedne sdays.

See our web for dat site es.

ENROL NOW FOR PREP 2022 at Elsternwick Primary School We welcome prospective families to tour EPS with our Year 6 leaders and Principal.

Book your place for a school tour at: www.elsternwickps.vic.edu.au or scan the QR code using your phone camera.

Contact details T. 03 8534 6100 | E. Elsternwick.ps@education.vic.gov.au A. 44 Murphy Street Brighton VIC 3186 12491556-SG21-21

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E ss

ex H eight s 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 our society offers them.

At Essex Heights we place a strong emphasis on the development of each student’s learning potential through challenge, reflection, lateral thinking and optimal learning experiences.

The whole community encourages high expectations and promotes innovative and contemporary 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, such as Michael Ymer to work with our teams to develop contemporary and best practice curriculum.

The school 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. Music extension activities are available for students at all ages. 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 - Art and Social and Emotional Learning) to prepare our students to be confident and self-aware young adults, as they make their way to secondary school and into our complex society.

This active and creative educational program allows children to achieve success in emotional management and academic achievement. ArtSEL is aligned with the Victorian Curriculum.

This year the school is also very proud to have entered a partnership with The Resilience Project.

This renowned and outstanding program builds upon ArtSEL and continues to teach the skills required to create resilient and confident young adults.

At Essex Heights, the children have contemporary, well-resourced and innovative learning spaces throughout the school. These, in addition to the well maintained and excellent outdoor environments, provide an ideal setting for learning both inside and outside of the classroom.

Visit our school to learn more about how Essex Heights can best meet the needs of your child.

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12493431-JW21-21

Principal George Perini

Essex Heights Primary School is now taking enrolments for 2022 BE SAFE • BE RESPONSIBLE • BE A LEARNER

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

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

12492503-SN21-21

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

22 – 30 Essex Road, Mount Waverley VIC 3149 Phone: 9807 4944 www.essexheightsps.vic.edu.au essex.heights.ps@education.vic.gov.au Government Primary Schools Guide

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

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

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

Our students enjoy participating in a wide variety of learning programs, including specialist visual art, performing arts, physical education and French classes. Students also have the opportunity to become involved in a number of extra-curricular programs, including our much loved school choir, aerobic team and Snow Camp.

Our Whole School Production and Christmas concert are also a school highlight.

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

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

Our school values are – Community, Aspire Positivity, Respect, Resilience and Empathy – through these values we care for, unite, work and connect together; we achieve through commitment, focus and positive mind-set; we reflect resilience through difficulties and challenges; we develop friendships through respect, trust and understanding; and we foster

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

within ourselves self-management, empathy, pride in self and personal identity.

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

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

Frankston Primary School

COMMUNITY • ASPIRE • OPTIMISM • RESPECT • RESILIENCE • EMPATHY

ENROL NOW FOR 2022 PREP 2022 OPEN MORNINGS AND AFTERNOONS

Tuesday • Tuesday • Tuesday • Tuesday • Tuesday •

25th May 9 – 10am 15th June 4 – 5pm 20th July 9 – 10am 10th August 9 – 10am 31st August 4 – 5pm

N ew ly re fu rb ish ed an d fre sh le ar ni ng sp ac es , pl ay gr ou nd s an d stu de nt to ile ts

OR CALL US AND BOOK YOUR PERSONAL TOUR Davey Street, Frankston, 3199 www.frankstonps.vic.edu.au T: (03) 9783 3769 E: frankston.ps@education.vic.gov.au 12491296-DL21-21

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Glendal Primary School Reflections CHILDREN have an enormous capacity to surprise us. Walking through our beautiful, spacious school grounds and seeing the happiness in the faces of our students reminds me of this. The tumultuous challenges of 2020 seem so far away at times – particularly so with our Foundation students having settled in extremely well, being very ready for school and excited to be here. It is hard to believe that they missed so much pre-school last year.

As we move through 2021, important lessons have been learnt from the COVID Year of 2020.

Whilst remote learning was an experiment we hope not to have to repeat, we are embracing elements of the 2020 online learning program to improve communication with families as well as our day to day teaching and management programs. There are always lessons to be learnt from all experiences, and here at Glendal Primary School, I’m proud to say that we do take every opportunity to better ourselves.

Further examples include the completion of many grounds and building improvement projects, external painting of school buildings and classrooms and replacement of carpets, brought forward last year whilst most of our students were undertaking their learning at home, via the remote learning program.

Student agency is an important feature in maximising the engagement of students in their learning. Hence the importance to our Year 6

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There are always lessons to be learnt from all experiences, and here at Glendal Primary School, I’m proud to say that we do take every opportunity to better ourselves. student leaders of their Term 4 project last year during which time they completed the truly magnificent mural painting now adorning our Hall wall. This project, in no small way, provided our students with a special leadership project, having missed out on so many special leadership opportunities for the most part of the year. The symbolism of that project will leave a very visible legacy for our school community for many years to come.

I am thrilled to say that our school tours resume this term, contributing to a sense of some normality; so important and which we hope continues. Please feel most welcome to come along a tour – it would be our pleasure to introduce you to our wonderful school.

Deborah Grossek, Principal

Glendal Primary School OPEN FOR ENROLMENTS

Glendal Primary offers: s 3TATE OF THE ART 2OBOTICS AND 3CIENCE &ACILITIES s ,ANGUAGE PROGRAMS IN -ANDARIN AND &RENCH s /PPORTUNITIES AND EXCELLENCE IN LEARNING s )NTERNATIONAL NETWORKS AND EXCHANGE PROGRAMS s (APPY CHILDREN WHO ARE LEARNING SUCCESSFULLY Children flourish and learn at Glendal Please see our website for a virtual school tour Principal: $EBORAH 'ROSSEK Address: .OTTINGHAM 3TREET

'LEN 7AVERLEY 6)#

12452247-SG30-29

s $EDICATED PROFESSIONAL HIGH QUALITY STAFF

Phone: Email: GLENDAL PS EDUMAIL VIC GOV AU Website: GLENDALPS VIC EDU AU

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Grossek’s View Grossek’s view Fly or flounder?

HOW well prepared for secondary school will be the Year 6 graduates of 2020? I’ve been asked this question a number of times recently, mostly by parents, themselves largely over the remote learning program in which they and their children have been immersed these recent months. It’s a fair question. Quite straightforward really.

Frustratingly, the answer is anything but simple – hopeful at best.

The coronavirus pandemic has thrown conventional preparation for Year 6 students to transition to secondary school out the window.

Indeed, schooling as we have known it preCOVID-19, simply doesn’t exist in that state this year. Precisely what next year will look like in our schools is anybody’s guess. It depends very heavily, but not entirely, on a number of variables; these being, in the first instance, the degree to which we can keep daily new COVID-19 numbers very low. Secondly, and let’s be very hopeful here, the timing of when an effective vaccine is discovered and made universally available.

In moving forward into 2021 for our Year 7 students, several things are very clear and form the basis for a hopeful prediction. Bizarrely, the past six months and possibly the next three months will have provided schools, both primary and secondary schools with valuable experience and insights into both provision of remote learning programs and their impact on students.

This can only be of great value to both sectors as they grapple with the challenge of firstly preparing students for their transition and then, for secondary schools to take up the cudgels, so to speak, of providing all year 7 students next year with the most appropriate learning experience that they can.

On another positive note, it’s fair to assume that we have never had another time in our lives when parents per se, of Year 6 students, have been so engaged in their children’s learning program.

Some may well, and with justification, argue that the experience, for all its potential upside has at times been little short of a nightmare experience.

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Of course, even nightmares, may have a valuable lesson or two from which one can learn. In short, it is entirely possible that the remote learning experience, as unwelcome as it has been as an option, has given parents greater insights in to their children’s learning than they would otherwise have had. That could, and indeed should, provide a stronger base on which families as a whole can prepare for the challenges secondary schooling will present for the primary school graduates of 2020.

Then there’s the students themselves. It’s a fairly safe bet that most will make a relatively good fist of the transition. Despite all the chatter to the contrary, led mostly by adults, many well past their teenage years, as a cohort, the young are more resilient than for which we give them credit. They will survive and mostly thrive as have generation after generation of youth before them.

Let’s not, however, forget those children that spend too much time in the shadows of our collective actions. Those for whom the school is their best, if not only positive daily experience.

One can only imagine the level of impact that the social starvation of real time interaction with their peers has had.

Those too, whose homes and schools alike despite their best intentions and efforts, have been simply been unable to come within cooee of providing the essential technological and/or wellbeing support that others, more fortunate, have provided in these remote learning times. For those students transition to secondary schooling is of greatest concern.

At a practical school level, the student progress information flow from primary schools to secondary schools this year presents serious challenges. The depth and volume of student achievement data for 2020 will be significantly less than in previous years. This data is important to secondary schools in tailoring their teaching programs to meet the individual needs of all students from day one. Also, what orientation programs for Year 6 graduates will look like this year is anybody’s guess at this stage. Whilst only of limited duration, they are important for social and psychological reasons. The unknown has an uncanny knack for messing with our minds.

I recall my own transition to secondary school many decades ago when orientation programs were nothing more than the figment of imagination, if that. The loudest voices of my older peers had the most impact, and not all were positive.

Nonetheless, let’s not undersell both the commitment and expertise of our teachers. They are all acutely aware, already, of these challenges and more that face the transition of Year 6 children to secondary schooling in 2021. I have no doubt that they will do their utmost to ensure the best possible transition for all students. That is heartening.

My brief for this article was to undertake an exercise in crystal ball gazing – that is the likely impact the coronavirus pandemic-inspired remote learning program would have on the transition of students from primary to secondary schools in 2021. Crystal ball gazing is a fascinating exercise for many reasons. Curiosity about the unknown ranks very highly. How the unknown might affect us personally, even higher. Little wonder then that from soothsayers of bygone eras to astrologists of today, humans are prepared to turn to any advice in the hope of securing greater certainty in their minds at least for however a fleeting moment, if not their lives.

Then of course there’s science and, as an educator, I’d say our science is our best hope and that germinates in our schools. Importantly, science takes emotions out of the equation and right now there’s more than enough emotion surrounding all manner of debates regarding this pandemic and by extension its impact on the lives of our children’s futures. Fear, more than any other emotion has been shown to have the greatest impact on our behaviour, and how we handle fear determines to a large extent the outcome. In this instance, there’s the personal and the collective response to fear and both will intersect in a myriad of ways. The outcomes will similarly be diverse.

I once wrote a quote for my school newsletter – ‘An optimist is someone who believes a pessimist can be changed.’

A most pessimistic view of the immediate educational impact of the remote learning program on Year 6 students as they transition to secondary

school is that it will be lasting and damaging.

On the other hand, a most optimistic view would hold that the impact will be transitional with the students ultimately benefitting from the experience – this demonstrated in their beliefs and actions as adults in years to come.

My view? Being neither an optimist nor a pessimist, but rather a sceptic, I’m not sure. For some, the lucky few who have thrived in the remote learning environment it will be a personal boon. But will that translate into a collective empathy? I yearn to believe so. Then there’s the mass of students comprising the greater part of the Bell Curve – they’ll be largely okay and hopefully the harbingers of a better world. I’ve mentioned earlier those outlier students for whom the shadows are their dwelling place. Some will be inspired and in beating the odds and will become the torchbearers of hopeful societal change. Sadly, however, the story for all of those outlier children does not end there.

Henry Grossek, Principal, Berwick Lodge Primary School

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We want every child in our community to actively learn how to

shape their world Tucked away in the foothills of the Dandenong Ranges, our school has been continually serving learners for over 140 years.

Throughout this time, we have worked out that quality learning takes time. So does trust, and the same is true for building relationships. So this is what we do.

“

This happens through the ‘3Rs’ and ‘4 Big Ideas’ embedded at The Harkaway School.

The 3 Rs. Relationship - High quality learning happens when trust, respect and care are present.

Relevance - Our learners will go deeper, make stronger

We take the time to know and value every student.

We work out what they know, understand and can do.

Then we lead them to what they’re ready to learn next. connections and apply their knowledge when learning is life-worthy and meaningful.

“

We want every child in our community to actively learn how to shape their world. If we want our students to make a difference with their lives - then we need to make a difference in their lives.

Rigour - We are all on a journey from novice to expert. We expect and celebrate excellence.

The 4 Big Ideas Team Teaching Teachers plan, teach and reflect in teams. Like all good learning!

Multi-age Classes Students are predominantly grouped according to what they are ready to learn. They are not grouped simply because of age or year level. Our classrooms are huge and fine-tuned for learning.

DL-2.0 Through our program of inquiry, students co-design, socially construct, have voice and are self-discoverers.

Global Mindedness Our students are part of their planet and are confident to engage with all of its’ peoples and the messy complexity of an interconnected global humanity.

Just 4 kms from the Berwick Post Office

12441088-SG13-20

65 King Road, Harkaway ph: 03 9707 1475 e: harkaway.ps@edumail.vic.gov.au harkawayps.vic.edu.au

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It takes time to stop, look and listen to our learners. This is especially true in 2021. So much has changed for our young people. We asked our students about their experiences in lock-down, and what we can learn from it.

At Harkaway Primary School, we want our students to practice making rules and allocating resources.

Our STEAM Room houses a robotics laboratory, green screen studio and enough gizmos and gadgets to make it’s namesake (Sir George Hubert Wilkins) proud. In this space, students have cultivated ideas that have put them on the world stage - including representing our nation at the World Robotics Championships in 2019 and 2021 and developing the Bushfire Safety Manifesto for child centred disaster risk reduction.

‘We really liked being able to do the learning any time of day’ was a common response.

As a result, Fridays have become ‘Playlist Fridays’. This is where senior students can do their learning from a curated list at their own pace. They make time to sit with their teachers and review their learning goals. They have time to pursue their project based learning unhindered and make connections with experts who are local and from around the world. This has led to our students guest lecturing at universities and at local kindergartens. They’ve presented to national conferences and shared their learning with each other. Real purpose gives our students the power to shape their world.

When we teach our children how to be experts with their own learning and trust them to put that learning into action, they see opportunities to flourish all around, no matter what!

School tours are very welcome. We would love to share what it means to be a Harkaway Learner with you. The best way to do that - is to see in action!

12493108-GR21-21

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Government Primary Schools Guide

?<8K?<I?@CC GI@D8IP J:?FFC A LEARNING COMMUNITY

12452715-FA30-20

Heatherhill Primary School is committed to providing a safe, inclusive and caring learning environment that develops the whole child; academically, socially, emotionally and physically. Our teachers are committed to highly effective learning and building student capabilities to grow and thrive in an ever changing global world. We are enriched by our students and their families’ backgrounds; making Heatherhill Primary School the school of choice in our community.

I<JG<:K KILJK ;F@E> PFLI 9<JK For further information or to arrange a tour please call 9546 7562 Principal: Amanda McLean Government Primary Schools Guide

41

s HIGHVALE PRIMARY SCHOOL s Highvale Primary School provides a caring, safe and vibrant learning environment where every student is valued as an individual. We welcome and work closely with parents and families to support positive learning, social and physical outcomes for every student.

Our school community is rich in cultural and language diversity, which provides many wonderful opportunities for authentic learning about our local and global environment and inclusive behaviours. Our School Values of Honesty and Integrity, Respect, Responsibility and Commitment provide the framework for how we play and work with each other and are taught explicitly across the school. This proactive approach to wellbeing is known as ‘Positive Behaviour for Learning’ and is central to the calm, inclusive and supportive learning environment you will experience as you tour our school.

Well known as a high performing, medium sized school, our evidence based teaching practices support a long tradition of excellent student outcomes across all learning areas of the Victorian Curriculum.

As well, our extracurricular opportunities and extensive specialist program support high engagement levels and achievement in local, state and national events and competitions. Specialists include our Science, Technology and Arts program known as STEAM, Performing Arts, Physical Education and Languages, Mandarin or German.

:H ZHOFRPH \RX WR FRQWDFW RXU RIÀFH RQ WR ERRN a school tour with the principal and see our school in action.

7RXUV DUH KHOG HYHU\ :HGQHVGD\ PRUQLQJ DW DP DQG ERRNLQJV DUH HVVHQWLDO 12442995-LB13-20

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Virtual tour available at www.highvaleps.vic.edu.au

12492698-NG21-21

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

James Cook Primary School is the school of first choice for many parents and carers. We enjoy a highly regarded reputation for welcoming our community into our school.

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

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

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

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

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

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

Come and see for yourself. We are now taking enrolments for 2022. School tours for families wishing to enrol their children are conducted every Friday at 11.30am. Please contact our reception to reserve your place, on 97002601.

Anne Burgess, Principal

JAMES COOK PRIMARY SCHOOL

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

James Cook Primary School 29-53 James Cook Drive Endeavour Hills, 3802 Ph: 9700 2601 Email: jamescook.ps@education.vic.gov.au

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

• Celebrating cultural diversity and inclusiveness • High expectations for excellence • High quality teaching and learning • Strength in home-school partnerships • Welcoming and safe 45

Ready to go!

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Your child’s transition to school STARTING school is a big step for you and your child. It can be both challenging and exciting. As families, the support you give your child is important because you are your child’s first and most important teacher.

Tips for transition Below are some tips on how you can help your child have a positive start to school.

The year before school Ask your child what they think about starting school.

■ Encourage your child to ask questions about going to school.

■ Help your child stay healthy. Make sure they have regular health and dental checks and keep immunisations up to date.

■ Encourage your child to try to do things on their own such as dressing, going to the toilet, washing their hands, unwrapping their food and opening and closing their drink bottle.

■ Talk to friends and other families about what school is like.

■ Attend transition-to-school programs and activities at your child’s early years service and school.

■ Talk to your child’s early childhood educator about things you can do at home to help your child’s learning and development.

■ Talk to the school about how you can engage in your child’s learning and development at school.

■ Ask the school what time your child starts on the first day and where to take them.

■ During the summer holidays ■ Show your child where the school is and talk about how you will get there.

■ Arrange play-times with other families whose children will be going to the same school as your child. It helps if your child knows another child at their school at the start of prep.

■ Practise the things your child will need to do to get ready for school (e.g. putting things in their bag, remembering to take a hat).

■ Confirm your before or after school care arrangements. Show your child where the outside school hours care facilities are and talk about how they will get there.

■

Be positive about starting school and enjoy your child’s excitement.

■ Visit your local library and read books with your child about starting school.

The first day of school ■ Make sure your child knows who will take them to school and pick them up on the first day.

■ Help your child to organise their clothes, hat, shoes and socks the night before.

■ Help your child to pack their school bag with a snack, drink, lunch and a hat.

■ Place a spare pair of underpants and a change of clothes in a plastic bag. Let your child know these clothes are in their bag in case of any accidents at school.

■ Put sunscreen on your child in the morning if it is needed.

■ Show your child where you will meet them at the end of the school day.

■ At the end of the day talk to your child about what happened at school.

The first year of school ■ Find out about what your child is learning at school. By doing this, you can support your child’s learning and find out how your child is adjusting to school.

■ If your child is having difficulty at school, talk to their teacher. Your child can also say what they think might help them.

■ Keep talking to your child about school. Ask them about their new experiences, what they like and what they find hard.

■ If your child attends an outside school hours care service, find a way of sharing your child’s school progress with the staff.

■ Share feedback about your child’s experience of starting school with the school and early childhood service.

■ Organise time for your child and their new friends to play together outside of school.

Local early childhood services and schools will organise their own transition-to-school programs and activities each year. To find out more, talk to your child’s early childhood educator or contact the school where your child is enrolled.

■

Ref:http://www.education.vic.gov.au/childhood/ parents/transition/pages/supporttransition.aspx Government Primary Schools Guide

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Knox Central Primary School /RFDWHG WZR PLQXWHV IURP :HVWÀHOG 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 GHÀQHG DV D VWXGHQW DFKLHYLQJ DW

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least 12 months of curriculum growth for each year of schooling. At Knox Central Primary School, we are IRUWXQDWH WR HQMR\ WKH EHQHÀWV RI D 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 RXU RIÀFH RQ RU HPDLOLQJ 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.

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Knox Central Primary School “Small school, big heart!”

Contact us on 9801 3289 to arrange your personal tour with our principal Lisa.

39 Darwin Road, Boronia knox.central.ps@education.vic.gov.au www.knoxcentral.vic.edu.au 12492476-CG21-21

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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 selflearners 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

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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

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Mossgiel Park Primary School AT MOSSGIEL Park Primary School our purpose is to develop excellence by providing a stimulating and relevant curriculum. We inspire curiosity and creativity amongst our students by customising how and what we teach. Children of all ages learn skills that will benefit and prepare them for tomorrow’s challenges. Our focus is to develop knowledge and skills in students through authentic and relevant experiences, where the learning areas and capabilities of the Victorian Curriculum are integrated. Through our specialist programs, students are given opportunities to engage in Visual and Performing Arts, Physical Education and an Indonesian language program.

Technology is an integral component of every child’s development. All students have an opportunity to develop their digital competencies through their exposure to a range of digital resources. Our explicit teaching and learning program is engaging and promotes a love of learning.

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

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

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

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To further support the development of positive relationships at our school, students are guided to make responsible decisions based on our values.

Students also learn about diverse cultures in ways that accept similarities and differences, create connections with others and cultivate mutual respect.

MOSSGIEL PARK PRIMARY SCHOOL KNOWLEDGE | SKILLS | MINDSET | SELF-WORTH 12441616-NG13-20

A unique environment to educate the whole child.

Contact the school office on 9709 7777 to arrange a tour.

Address: Corner Scotsburn Way & Gleneagles Drive, Endeavour Hills VIC 3802 Web: www.mossgielparkps.vic.edu.au Government Primary Schools Guide

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Handwriting Vital to Literacy A RECENT study has investigated the links between handwriting and other literacy skills in young children, finding that handwriting automaticity, or fluency, predicted writing quality and reading skills a year later. The researchers warn that a shift to “paperless schools” does not have strong empirical support and that it could potentially have a negative impact on students’ literacy.

Dr Anabela Malpique of Murdoch University and Associate Professor Deborah Pino-Pasternak of University of Canberra conducted the study, which involved 154 students and 24 teachers across seven Perth schools. They wanted to understand the effect handwriting automaticity has on children’s later literacy skills.

“A growing body of research argues specific cognitive benefits of handwriting during early childhood, including brain development, working memory, translation of thought-to-script, and overall writing quality and production.”

Despite the widespread use of technology and the current digital literacy agenda, handwriting plays a unique and fundamental role in writing development. Anecdotally described as “thinking with a pencil”, handwriting involves the integration of visual-perceptual, fine and gross motor skills with cognition While it might be tempting to dismiss the importance of handwriting as simply cosmetic, handwriting in fact underpins many higher functions of writing. The researchers note that poor handwriting automaticity hinders vocabulary selection, ideation and revision, while also affecting motivation, writing development and, in turn, academic success. Automatic letter writing has been found to be the best unique predictor of the writing skills of early developing writers, theoretically supported by the notion that the translation of ideas into written text relies heavily on the writers’ ability to retrieve alphabet letters in memory and produce these letter forms efficiently, legibly, and automatically.

Of particular concern to the researchers were the teaching practices reported. Year One students spent less than 50 minutes per day practicing writing, which is the minimum recommended, while across the board there was great variability in the time students spent on

The researchers note that their study’s findings, well aligned with recent neuroimaging studies, question the empirical foundations of digital only efforts in schools today. In a time when handwriting is being replaced by digital writing devices, research is showing that such a move could be counterproductive. writing. Writing time and instruction ranged from 30 to 120 minutes per week.

The researchers also note that Australian teachers may be focusing too much on basic skills rather than teaching writing processes such as planning for writing and learning strategies to revise the quality of their texts.

“This may be problematic since research with primary students suggests that writing instruction in early education should include the teaching of basic writing skills and the teaching of writing processes in the same instructional protocol.”

The researchers conducting the research were also assisted by Dr Magda Sofia Roberto, their statistical consultant.

Anabela Malpique, Deborah Pino-Pasternak, and Magda Sofia Roberto. 2019. Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction. Reading and Writing. DOI: 10.1007/s11145-019-09994-z.

For more information contact Dr Anabela Malpique, Murdoch University at a.malpique@ murdoch.edu.au.

OR Associate Professor Deborah PinoPasternak, University of Canberra at deborah. pino-pasternak@canberra.edu.au.

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Solway Primary School 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’ Solway’s motto exemplifies the school’s work ethic and is reflected through the entire school community.

Our purpose is to challenge and stimulate all students to reach their full potential in a safe and supportive environment.

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

AN ENGAGING CURRICULUM 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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MODERN FACILITIES AND SPACIOUS GROUNDS Solway Primary School boasts modern, flexible learning spaces and outstanding facilities for students and staff.

Our extensive and well-maintained grounds provide students with safe, fun and varied play spaces, including: • A designated Prep area with large shaded sandpit and playground • Plexi-paved netball and basketball courts • Mini soccer field • Wildlife corridor • Kitchen Garden STIMULATING SPECIALIST PROGRAMS Our students are encouraged and supported to explore their passions and extend their skills through specialist programs and enrichment activities.

• Performing Arts • Physical Education • Visual Arts • Japanese • Science • Library EXTRA CURRICULAR OPPORTUNITIES To support the school’s curriculum areas, some of the many programs offered include: • Swimming Classes • Tech Club & Robotics • Lego Club • Chess Club

• Art Extension Program • Hoop Time (Basketball) • Japanese Club • Singing Club • Instrumental Music Tuition • Camps • Student Leadership Program • Japanese Homestay Program SUSTAINABILITY Solway is incredibly proud to have achieved its 5-star sustainability accreditation and promotes the value of responsible energy use, water efficiency, waste management and environmental awareness through whole school programs and practices.

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

We look forward to welcoming you to our vibrant school community.

To book a tour, phone 03 9813 9700 or email solway.ps@education.vic.gov.au For more information, please visit www.solwayps.vic.edu.au

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Spring Parks Primary School SPRING Parks Primary School is a dual campus, multicultural primary school in Springvale with a current enrolment of 300 students. We are proud of our school and would welcome enquiries for a school tour.

Our teaching staff are supported by a significant number of Education Support staff including teacher aides, multi-cultural aides, a Speech Pathologist and Welfare Officers.

Together, we work as a strong team to support the needs of our diverse community. Our community partnerships include the local Chinese School and Ardoch, who support volunteers to work at our school, as well as investing in our Robotics program.

Adult English classes, Computer classes and a Playgroup are also conducted on our sites to further engage with the wider community.

As with most Victorian schools, we are implementing the Victorian Curriculum and we continue to have a focus on Inquiry through our developmental approach to curriculum delivery.

Our priorities include a strong emphasis on Literacy and Numeracy which is also reflected in our staffing allocation to support students with their learning needs. In Reading and Numeracy we are a high performing school, as evidenced by our 2018 and 2019 NAPLAN results. We are very proud of the way we support our students to achieve their potential and this includes a proactive approach to building student leadership.

Specialist classes enhance our core curriculum in Visual Arts, Physical Education and Spanish.

All school programs and interactions are underpinned by the school’s core values of Respect, Engagement, Achievement, Community and Hope. The wellbeing and safety of all children is at the forefront of all we do and every decision we make and we are committed to using a Restorative Practices approach, which focuses on developing positive relationships between students, teachers and students. The school’s welfare officers have implemented social skills and self-regulation programs for targeted students and they liaise with various organisations to provide relevant and up-to-date information for our families. To compliment this work a partnership has been established with the Resilience Project which focuses on Gratitude, Empathy and Mindfulness.

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Our school recognises the importance of academic opportunity and excellence as a gateway to a positive future for its students and promotes thinking skills and goal setting as a way of scaffolding and articulating learning.

Every aspect of our school’s programs support the wellbeing of students, staff and families.

The school has in place excellent protocols for identifying and monitoring the wellbeing of students, through weekly meetings of the Wellbeing Team.

Interventions include liaison with Allied Health staff, Speech Therapists, Occupational Therapists and community partnerships.

Our school has strong relationships with its feeder kindergartens, which we visit regularly so that we can continue to forge close relationships to enhance the transition to school.

Julie Fisher, Principal

SPRING PARKS PRIMARY SCHOOL RESPECT - ENGAGEMENT - ACHIEVEMENT COMMUNITY - HOPE Spring Parks Primary School delivers every child, every opportunity for learning and excelling. We are proud of our Literacy and Numeracy programs which are our key priority areas. These aim to provide children with the best learning outcomes.

Our School is equipped with and focussed on:

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• Accessing robotics and STEM programs • Delivering, on average, more than a year’s growth in English and Maths • Supporting parents and families through needs based programs • Providing small class sizes with extra support staff in all learning spaces • Extending children’s social and emotional development

Spring Parks Primary School has demonstrated well above average gains for Numeracy in NAPLAN over the past 3 years

Email: spring.parks.ps@education.vic.gov.au • www.springparksps.vic.edu.au WEST CAMPUS: 24 Erica Street, Springvale VIC 3171 • T: 9546 6402 • F: 9547 2763 VALLEY CAMPUS: 27-39 Clarke Road, Springvale VIC 3172 • T: 9547 3222 • F: 9558 4891 Government Primary Schools Guide

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Wantirna Primary School Our Vision WANTIRNA Primary School provides a safe, caring and supportive learning environment, encouraging students to become independent and confident lifelong learners. Our school is proud of its reputation of delivering a high quality, balanced educational curriculum for all students.

We actively promote social responsibility, resilience and tolerance and support each individual’s development of the knowledge, skills and attitudes necessary for success.

Our Programs In the classroom. All students access a broad range of knowledge, understandings and skills outlined in the Victorian Curriculum. High quality teaching, assessment and reporting provide the basis for the delivery of a high-quality curriculum for all students.

Learning stimulates children’s innate curiosity in a natural manner, which promotes challenge, satisfaction and joy. Our children learn in a positive environment that encourages co-operation, risk taking and effective communication between students and teachers.

Within this environment, students are expected to develop positive self-esteem, work co-operatively with others, take pride in their school and their work, value achievement and respect staff and other students. As a consequence of their educational experiences, students develop high self-esteem and connection to the school environment.

Our curriculum emphasises achievement in English and Mathematics. For optimum learning to occur, children need to develop confidence that results from high quality relationships between themselves and their teachers and a genuine partnership between parents and the school.

Parental involvement is encouraged in many areas such as classroom help, celebrations, open days, assemblies, learning expos, sporting activities, and school excursions and our Parents and Friends Association.

Specialist Programs Specialist learning areas for STEM, Visual Arts, Performing Arts, Physical Education and Chinese Mandarin are provided. We provide a Before and After School Care Program through our partner CommunityOSH. Supplementary extra-curricular

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Our children learn in a positive environment that encourages co-operation, risk taking and effective communication between students and teachers. programs are offered at lunchtimes and after school and vary according to the needs and interests of our school community. Clubs such as gardening, chess, coding, basketball clinics and dance to mention a few.

A Community School Our school is committed to providing each child with a genuine sense of belonging, competence and worth. We believe that all children have the ability to learn and the right to reach their potential. Our teaching staff ensure that each child is accepted and catered for as an individual.

‘We value partnerships between school, home and community,’ shares Laura Caddy, Principal, ‘and provide a safe stimulating environment that is warm and inviting, yet also challenging, motivating and conducive to learning.’

Prospective parents are invite to get in touch to book a personalised school tour.

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Locality Guide EASTERN METROPOLITAN Bayswater Primary School ....................................... 4 & 5 Boronia K-12 College ............................................... 12 & 13 Camberwell South Primary School................. 16 & 17 Carrington Primary School..................................18 & 19 Essex Heights Primary School ......................... 30 & 31 Glendal Primary School ........................................ 34 & 35 Highvale Primary School..................................... 42 & 43 Knox Central Primary School ...........................48 & 49 Milgate Primary School ........................................ 50 & 51 Solway Primary School.......................................... 56 & 57 Wantirna Primary School ............................................... 47 SOUTH EAST METROPOLITAN Beaconsfield Primary School...................................6 & 7

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Berwick Lodge Primary School ......................... 10 & 11 Belgrave South Primary School ............................ 8 & 9 Cranbourne Primary School .............................. 22 & 23 Harkaway Primary School...................................38 & 39 Heatherhill Primary School ............................................41 James Cook Primary School.............................. 44 & 45 Mossgiel Park Primary School ......................................... ..................................................................... 52, 53 & back cover Spring Parks Primary School .................. 2, 3, 58 & 59 BAYSIDE Chelsea Primary School........................................ 20 & 21 Elsternwick Primary School ...............................28 & 29 Frankston Primary School................................... 32 & 33

Contents Bayswater Primary School ........................................ 4 & 5

Heatherhill Primary School .......................................... 41

Beaconsfield Primary School .................................. 6 & 7

Highvale Primary School ..................................... 42 & 43

Belgrave South Primary School ............................ 8 & 9

James Cook Primary School ............................. 44 & 45

Berwick Lodge Primary School ......................... 10 & 11

Knox Central Primary School ............................ 48 & 49

Boronia K-12 College ................................................ 12 & 13 Camberwell South Primary School ................. 16 & 17 Carrington Primary School .................................. 18 & 19 Chelsea Primary School ........................................ 20 & 21 Children who read books daily ......................... 24 & 25 Cranbourne Primary School .............................. 22 & 23 Elsternwick Primary School ............................... 28 & 29

Locality Listing ..................................................................... 62 Milgate Primary School ........................................ 50 & 51 Mossgiel Park Primary school ........................................... ..................................................................... 52, 53 & back cover Solway Primary School .......................................... 56 & 57 Spring Parks Primary School .................... 2, 3, 58 & 59

Essex Heights Primary School .......................... 30 & 31

The difference between bullying & fighting ....... 15

Frankston Primary School ................................... 32 & 33 Glendal Primary School ........................................ 34 & 35

The importance of effective primary learning ........ .......................................................................................................... 27

Grossek’s View ............................................................ 36 & 37

Victoria School Guides Website ................................. 14

Handwriting vital to Literacy ....................................... 55

Wantirna Primary School ..................................... 60 & 61

Harkaway Primary School .................................. 38 & 39

Your child’s transition to school ................................. 47

Next edition: May 2022 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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MOSSGIEL PARK PRIMARY SCHOOL A unique environment to educate the whole child.

Contact the school office on 9709 7777 to arrange a tour.

Address: Corner Scotsburn Way & Gleneagles Drive, Endeavour Hills VIC 3802 Web: www.mossgielparkps.vic.edu.au 64

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KNOWLEDGE | SKILLS | MINDSET | SELF-WORTH