Issuu

Issue 45 • March 2022 • Est 1999

Christian Schools pages 14 - 29 Haileybury pages 36 & 37 Harkaway Hills College pages 38 & 39 Xavier College pages 68 & 69 Extra Curricular Activities pages 56, 57, 60 & 61 Celebrating 150 years of public education pages 40 & 4 Children’s puzzle pages 70 & 71

Photo provided with the compliments of Berwick Lodge Primary School For further information refer to pages 2 & 3.

Here we come in 2022 ADAPTABILITY is a key theme for schools as we enter into 2022. The past two years have taught us many things, not the least being the importance of retaining one’s optimism in the face of what can seem to be an endless stream of pessimism. With the threat of further lockdowns and a return to remote learning apparently receding, we can look to the immediate future with renewed hope and inspiration. Those qualities are of prime importance at the moment. Whilst, the gloom of lockdowns has lifted, the residue remains. Uncertainty - that fans fear and anxiety. Children significantly disengaged from not only school but almost everything else too. Families under ongoing stress and school staff nervous to say the least. Support services at breaking point in far too many cases. That’s quite a list – daunting to say the least. Nonetheless, not one to extinguish hope. We’ve learnt a lot in these pandemic times. Surprisingly to many, student learning as a whole did not fall off the cliff. In some cases, children actually thrived. Remote learning for all its limitations did accelerate digital proficiency across the school sectors and, for many, the relationship between the home and school grew significantly. Parents, on a systemic scale and whether they liked it or not, became directly engaged in their children’s learning like never

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Surprisingly to many, student learning as a whole did not fall off the cliff. In some cases, children actually thrived.

before. That’s all very much cause for hope. So where to from here? This is where the theme of adaptability kicks in, and on several levels. Systemically, ensuring that all schools and within those schools, all children are provided with the resources needed to take them forward. That support comes in many forms – material, social, psychological and community-based. At the individual school level, it translates into weaving the inter-related key aspects of learning and wellbeing into a comprehensive, balanced and fair educational program for all students. That’s the challenge we all face in our schools. Henry Grossek, Principal Berwick Lodge Primary School

SCHOOL OF EXCELLENCE • 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 • Kevin Heinze Best School Garden Award 2018

9709 6700 berwick.lodge.ps@edumail.vic.gov.au

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www.berwicklodgeps.vic.edu.au

Primar y Schoo

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Beaconsﬁeld P R I M A R Y

S C H O O L

IT takes a team to build a dream! We are the team at Beaconsfield Primary School. Whilst our beautiful classrooms and play spaces and wonderful learning resources enhance your child’s school life and learning experiences; it is our beliefs and the way that we work together that makes Beaconsfield Primary School unique. The teacher - student relationship is treasured at Beacy, it underpins our work and our beliefs. We believe that every child: should be accepted for who they are unconditionally. should have a safe, positive and supportive environment to learn in. should be respected, recognised and valued for their diverse needs and abilities. should be challenged so that they reach their potential - holding expectations high. should have a teacher that understands them and teaches with passion and commitment. deserves a teacher who models honesty and ethical behaviour so that they in turn learn the value of truthfulness and accountability. Student voice is encouraged at Beaconsfield Primary School - Every Face has a Place: from Prep to Yr. 6, all children have the right to be heard. They have a voice and opportunities to express their thoughts.

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everyone has the right to express ourselves and an obligation to listen to others and we respect their right to hold their views and share them. we elevate and praise our children, encouraging them to appreciate the efforts of their peers, building friendships and goodwill through appreciations. We strive to ensure each child achieves their potential. We will do our best to ensure that our children are: confident learners; that they try their best, challenge themselves and pursue excellence. resilient and bounce back when they experience difficulties. given the opportunity to develop a strong sense of justice, values and beliefs. ambitious, imaginative and academically competent. develop a sense of fun and of wonder. enthusiastic and optimistic about their futures. For enrolment enquires for Prep 2022, please contact our school office in term 2, 2022. Phone: 9707 1510. Sincerely, Heidi Inglis (Principal) and the staff of Beaconsfield Primary School

In a school where relationships mean everything!

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Every face has a place

Open Day 14th May 10:00am—12:00pm 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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Playing is Learning 6 26

ELC - PrimaryPrimary Government Learning Schools Guide

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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 matters what they read. The significant study showed that students who engaged in reading high-quality books daily scored much higher in tests than those who chose to read items such as magazines. . Griffith University’s Beryl Exley, Professor of English Curriculum & Literacies Education in the School of Education and Professional Studies, explains why it is important to encourage the reading of books - and why other reading materials are still important: “Comics, newspapers and magazines don’t escalate children’s cognitive skills as much because they usually present everyday concepts with everyday vocabulary in a practical way. “Story books and information books usually present academic concepts with a more technical vocabulary in an abstract way. This is what grows cognitive capacity. “That’s not to say that comics, newspapers and magazine don’t ever focus on academic concepts, but it’s less likely that will happen. Children still should be encouraged to read comics, newspapers and magazines for pleasure, to add to their general knowledge and to be politically aware. Breadth of reading opportunities is the goal.” For more information, please contact Professor Beryl Exley, Deputy Head of School - Learning & Teaching in the School of Education and Professional Studies at Griffith University at b.exley@griffith.edu.au Associate Professor Michael Nagel from the University of the Sunshine Coast says,”This study resonates with a growing corpus of literature suggesting that reading paper based books offers a distinct advantage for achieving excellent standards of literacy and higher academic achievement. “Aside from a range of issues associated with reading on screens, and an oft held sacred cow suggesting that children should be offered anything to read just as long as they are reading, this study links with others that have identified that children prefer to read books on paper rather

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than screens and that academic success is linked to developing a rich understanding of complex text through books over the school years. “This is not to say that children should be discouraged from other types of reading but that books should be at the forefront of such endeavour. Reading, and reading comprehension, are not general skills and both are nurtured through incrementally complex text in age appropriate books over the course of a child’s life and educational journey.” For more information, please contact Associate Professor Michael Nagel in Child Development and Learning at the University of the Sunshine Coast at mnagel@usc.edu.au Children who read books daily score higher in school tests, vast new study states What children choose to read outside school directly influences their academic performance according to a major new study by the University of Malaga and UCL, and published in the peerreviewed journal Oxford Review of Education. Using longitudinal census data to look at more than 43,000 students, aged 10 to 11 and then again when they were 13 to 14, the research provides substantial evidence that pupils who enjoy reading high-quality books daily score higher in tests. The average marks of pupils who read books rose by 0.22 points overall, which is the equivalent of 3 months’ worth of additional secondary school academic growth. The study demonstrated no similar advantage for children’s reading daily newspapers, comics or magazines, and only marginal benefits from short stories.

The findings have important implications for parents, teachers and policymakers, and the international research team is recommending that young people devote their reading time solely to books. “Although three months’ worth of progress may sound comparatively small to some people, it equates to more than 10% of the three academic secondary school years measured – from when these young people are aged 11 years old to 14, which we know is a hugely developmental period,” explains co-author Professor John Jerrim, from the UCL Institute of Education. “In an increasingly digital world, it’s important that young people are encouraged to find time to read a good book.” Professor Oscar Marcenaro-Gutierrez, from the University of Malaga, added: “Other less complex and less engaging forms of reading are unlikely to bring the same benefits for their cognitive development, and shouldn’t be counted as part of their reading time. “This is particularly important for low-achievers, where any association is likely to be strongest.” Co-author Dr Luis Alejandro Lopez-Agudo, from the University of Malaga, says: “Reading is a fundamental skill that plays a key part in all our lives. “Our results provide further evidence that it’s not only whether young people read or not that matters – but also what they read.” The amount of time children spend reading is already understood to help develop their literacy skills. This ability increases through practice and by trying longer and more challenging texts. Few studies though have focused on whether the type of material children choose influences their achievements at school. This study, looking at pupils in Spain, attempted to establish whether a link exists between literacy and mathematics scores and the type of material children look at in their spare time, as well as how long they spend doing this. Comics, short stories, books, newspapers and magazines were the texts included in the research. The researchers used data from a census carried out by the Andalusian Agency of Education Assessment. This included questionnaire

responses completed during 2008 to 2009 by 10 to 11-year-olds, and from those aged 13 to 14 during 2011 and 2012. Children’s attitudes towards school were considered along with prior achievement levels. Parents were also asked about their own reading habits and how involved they were in their child’s education. The results showed the more frequently children read books, the better they performed in school tests as teenagers. The same effect was not observed with comics, newspapers and magazines. Specifically, researchers found: ■ 13 to 14-year-olds who read books every or almost every day scored 0.22 standard deviations higher (the equivalent of three months) on the literacy test than those who read books almost never. ■

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

■

There was some benefit from short stories for children who enjoyed them at least once a month. The researchers concluded though that increasing the frequency of this to weekly or daily was unlikely to bring any further benefits.

The study also highlighted the reading patterns across different groups of children. It showed: ■ Girls seem to read short stories, books and newspapers more frequently than boys, and comics and magazines less frequently. ■

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

■

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

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

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 excellence). 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 offered throughout the year. Students have

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Every student is known, seen and extended. 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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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. ■

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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

CREEKSIDE K-9 COLLEGE Empowering every student to succeed now and into the future.

Our vision at Creekside K-9 College is to instil the values and develop the skills and knowledge students need to live effective and purposeful lives in the global community. B i i schooling Beginning h li iis a very exciting iti ti time ffor b both th students t d t and d ffamilies. ili W We would ld b be honoured to have the opportunity to be a part of your child’s learning journey. Empowering every student to succeed now and into the future. The college has a primary (Prep to Year 6) and secondary (Years 7-9) structure. The school accommodates approximately 1350 students, it operates on a split timetable (Primary/ Secondary). The split timetable ensures every student has full access to all facilities. All students are organised in home groups with year levels being clustered in deﬁned learning spaces. Years 7 – 9 are organised into home groups and move between rooms for their different subjects. Year 9 students are offered an elective program in preparation for their year 10 experience and transition to senior secondary college. Creekside K-9 College: • Values and supports academic growth for all students. • Utilises a School Wide Positive Behaviour approach where positive behaviours and problem solving is explicitly taught to all children. • Rewards positive behaviours through the award of a ‘gold coin’ which can be used at our School Wide Positive Behaviour shop at the end of each term. • Includes a range of comprehensive wellbeing & engagement programs. • Provides before and after school care starting from 4 year old kinder through to year 9. • Offers a strong transition program starting from Kindergarten through to students senior years. 12535966-HC12-22 ELC - P Primary i L Learning earning i

What is Christian Education? THE purpose of Christian schooling is the educational and spiritual development of each child. The first schools in Australia were Christian schools. Rev Richard Johnson, the first chaplain to the colony of New South Wales, established an Anglican school in 1793. Free “charity schools” run by other denominations gradually came into existence in the following decades. In 1872, Victoria became the first Australian state to pass an Education Act providing for free, secular (in the sense of non-sectarian) public education; other states followed suit in the following two decades. These government run public schools grew to dominate the educational landscape with non-government schooling largely limited to poorly funded Catholic parish schools and higher fee denominational schools. By the turn of the century affordable fee, Christian schools, staffed by Christians and teaching from a Biblical perspective were an established part of the education landscape. For the previous two decades they represented the fastest growing sector of schools. These schools were diverse. Geographically they were spread across Australia, mainly in outer metropolitan areas but also in regional, remote and very remote locations. The schools were community based, serving the local community where they were located, usually low-middle socio-economic groups but also some indigenous communities in more remote areas. Operating with a variety of governance structures some were the ministry of a local church, others having involvement from a number of churches, some parent groups and some with denominational links. While some focussed on serving church families others sought to serve the wider community, but all were committed to communicating the Gospel as an essential part of educating the whole child. The current wave of affordable, low fee Christian schools has their origins in the 1960s and 1970s. The earliest of these commenced where groups of Christian parents came together to start Christian schools. In the mid-1970s local Protestant churches increasingly looked to start schools staffed by Christians and sought to teach a Bible-based curriculum. The first Christian Community School, a predecessor organisation

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The schools were community based, serving the local community where they were located, usually low-middle socioeconomic groups but also some indigenous communities in more remote areas. to Christian Schools Australia, commenced in 1976 and many other Christian schools followed in the later 1970s and early 1980s. Spiritual formation is an essential component of a Christian school education. In a Christian school, students are taught that humankind is made in the image of God. God wishes for us to be fulfilled in life and work, in relationship with Him, with each other, and with the world He made for us to enjoy. Christian schools aim to prepare students to live full, productive and purposeful lives, contributing to the wellbeing of their families, communities and as global citizens. Christian schools educate students to be locally and globally active citizens, concerned about the welfare of others and about using their gifts to serve. CSA (Christian Schools Australia) member schools are closely aligned with parents and churches in their communities. Many CSA members were commenced by, and remain affiliated with, a local church, and draw their enrolments from church families. Others are associated with, and supported by, members from a number of churches in their local area. Most CSA schools attract significant enrolments from families who, while not currently attending a Christian church, nonetheless deliberately choose the school because they desire an education for their children that is based upon Christian beliefs and values.

Christian

education

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It's all about balance 16 22

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What is the right school? I

t’s a question I often get asked. And a great one, I might add. The truth of the matter is, there is no ‘right’ school, except the one that’s right for your child, and your family. If you live in the West of Melbourne, that could be with us at Heathdale Christian College, at either our Werribee or Melton campuses. :H DUH GHÀQLWHO\ WKH ¶ULJKW· VFKRRO IRU PDQ\ VWXGHQWV and families, as thousands of alumni across multiple generations can attest. However, each time we meet with potential future parents and students of our College, we explain a couple of our key principles. Firstly, we believe parents have been charged with the responsiblity of raising their children. We’re not looking to usurp or override that God-given authority, we’re here to partner with you along the journey. Secondly, we are a Christian school with strong foundations in God and the Bible. We believe it is our mission to help each student develop their God-given potential. If that sounds like the kind of school you’d like to be a part of, then we may be the ‘right’ school for you.

Ross Grace Executive Principal

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Enrolment Years for our campuses in 2023

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Melton campus: Prep to Year 10 Werribee campus: Kindergarten to Year 12

Apply Now & Start School at Heathdale Christian College in 2023 heathdale.vic.edu.au/enrol/enquire ELC - Primary Learning

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A dual campus independent P-12 coeducational school

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Lighthouse Christian College has turned thirty (32) and with an established history and reputation of being the Christian choice for excellence in education we enter the decades to follow with conﬁdence. Innovation is pivotal to our mission of Christian teaching and learning and 2023 will see the College soar to new heights. Teaching and learning has shifted and so to nurture students into the future they need to discern information and think for themselves. Being the Christian choice for excellence in education, Lighthouse Christian College will be introducing new and exciting changes within its curriculum and pedagogy. Our pedagogy will have a deliberate approach to 21st century teaching practice, with our teaching style to be student focused and centered on skills such as, critical thinking, communication, collaboration and creativity. Likewise, our approach to learning takes into consideration the whole child and therefore our Sub-School’s will have dedicated Chaplains and counseling services to help keep our students feeling safe, happy and enjoying learning. Another exciting teaching and learning initiative taking place is the increased allocation of specialist teachers within years 5 and 6 Mathematics and English. VCE teachers will help students in the lower levels develop their knowledge and skills earlier so as to build their understanding for progressive growth. Similarly, Lighthouse will integrate STEM across Prep to Year 8, this will include Robitics and computer systems. The Year 9 and 10 STEM program together with the Year 11 and 12 VCAL program will engage them in a dynamic ‘Maker Space’, where they will be working on 3D printers, laser cutters and contemporary technologies to help them build skills for future success. All of these changes will add to our relational culture and build on our strong educational standards underpinned by our Biblical Christian worldview. The future at Lighthouse Christian College is indeed bright.

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We see them

flourishing Growing and developing is what we do at Melton Christian College. &ƌŽŵ ŽƵƌ ůŝƩůĞ ůĞĂƌŶĞƌƐ ŝŶ WƌĞƉ ƚŚƌŽƵŐŚ ƚŽ ƚĂůů zĞĂƌ dǁĞůǀĞƐ͕ ǁĞ ĂƌĞ ŽŶĞ ŽůůĞŐĞ͕ ǁŽƌŬŝŶŐ ƚŽŐĞƚŚĞƌ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞ ŐƌŽǁƚŚ ĂŶĚ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĞĂĐŚ ƐƚƵĚĞŶƚ͘ dŚƌŽƵŐŚ Ăůů ŽĨ ŶĂƚƵƌĞ͕ 'ŽĚ ƐŚŽǁƐ ƵƐ ,ŝƐ ƉůĂŶ ŝƐ ĨŽƌ ƵƐ ƚŽ ŐƌŽǁ͕ ŇŽƵƌŝƐŚ͕ ĂŶĚ ĚĞǀĞůŽƉ͘ Ɛ ŝŶ ŶĂƚƵƌĞ͕ ĚŝīĞƌĞŶƚ ƚƌĞĞƐ ĂŶĚ ŇŽǁĞƌƐ ŐƌŽǁ Ăƚ ĚŝīĞƌĞŶƚ ƌĂƚĞƐ͕ ĂŶĚ ďůŽŽŵ ŝŶ ĚŝīĞƌĞŶƚ ƐĞĂƐŽŶƐ͘ ^ƵĐŚ Ă ŐĂƌĚĞŶ ƌĞƉƌĞƐĞŶƚƐ ĚŝǀĞƌƐŝƚǇ ĂŶĚ ƉĂƌƚŶĞƌƐŚŝƉ͘ dŚŝƐ ĂŶĂůŽŐǇ ŽĨ ŐĂƌĚĞŶ ƌĞƉƌĞƐĞŶƚƐ ŽƵƌ ŽůůĞŐĞ ůĞĂƌŶŝŶŐ ĐŽŵŵƵŶŝƚǇ͘ ĞŐŝŶŶŝŶŐ Ăƚ WƌĞƉ͕ ƚĞĂĐŚĞƌƐ ĨŽĐƵƐ ŽŶ ďƵŝůĚŝŶŐ Ă ƐƚƌŽŶŐ ƐĞŶƐĞ ŽĨ ďĞůŽŶŐŝŶŐ͕ ďĞĐĂƵƐĞ ǁŚĞŶ ĐŚŝůĚƌĞŶ ďĞůŽŶŐ͕ ƚŚĞǇ ŇŽƵƌŝƐŚ͘ tŚĞƌĞ ďĞůŽŶŐŝŶŐ ŝƐ ŶƵƌƚƵƌĞĚ͕ ĐŚŝůĚƌĞŶ ŇŽƵƌŝƐŚ͘ >ŝƚĞƌĂĐǇ ĂŶĚ ŶƵŵĞƌĂĐǇ ĂƌĞ ŵƵĐŚ ŵŽƌĞ ƚŚĂŶ ŵĞƌĞůǇ ƚŚĞ ĨŽĐƵƐ͖ ƚŚĞǇ ĂƌĞ ĂůƐŽ ƚŚĞ ǀĞŚŝĐůĞ ĨŽƌ ůĞĂƌŶŝŶŐ ĂďŽƵƚ ůĞĂƌŶŝŶŐ͘ ŶĚ ĐŚŝůĚƌĞŶ ǁŚŽ ůĞĂƌŶ ŚŽǁ ƚŽ ůĞĂƌŶ ďĞĐŽŵĞ ůŝĨĞͲůŽŶŐ ůĞĂƌŶĞƌƐ͘ ƚ DĞůƚŽŶ ŚƌŝƐƟĂŶ ŽůůĞŐĞ͕ ŽƵƌ ĚĞĞƉ ĚĞƐŝƌĞ ŝƐ ƚŽ ƐĞĞ ĞĂĐŚ ŽĨ ŽƵƌ ƐƚƵĚĞŶƚƐ ŶƵƌƚƵƌĞĚ ĂŶĚ ƐƵƉƉŽƌƚĞĚ ǁŚŝůƐƚ ƚŚĞǇ ĚĞǀĞůŽƉ͕ ŐƌŽǁ ĂŶĚ ĚŝƐĐŽǀĞƌ ƚŚĞŝƌ ƵŶŝƋƵĞ 'ŽĚͲŐŝǀĞŶ ƚĂůĞŶƚƐ͘ 12512814-JW12-22

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Celebrating 35 years of

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Christian Education in Melton

Visit Melton Christian College in 2022 KƉĞŶ ĂǇ ^ĂƚƵƌĚĂǇ͕ ϮϲƚŚ DĂƌĐŚ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ dƵĞƐĚĂǇ͕ ϭϳƚŚ DĂǇ͕ ϮϬϮϮ ŌĞƌ ,ŽƵƌƐ /ŶĨŽƌŵĂƟŽŶ ƐĞƐƐŝŽŶ͗ dƵĞƐĚĂǇ͕ ϳƚŚ :ƵŶĞ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ͗ dƵĞƐĚĂǇ͕ ϮϲƚŚ :ƵůǇ͕ ϮϬϮϮ ^ĐŚŽŽů ŝŶ ĐƟŽŶ͗ dƵĞƐĚĂǇ͕ ϭϭƚŚ KĐƚŽďĞƌ͕ ϮϬϮϮ For morĞ ŝŶĨŽƌŵĂƟŽŶ͕ ĂŶĚ ƚŽ ƌĞŐŝƐƚĞƌ͕ ŐŽ ƚŽ ǁǁǁ͘ŵĐĐ͘ǀŝĐ͘ĞĚƵ͘ĂƵ ELC - Primary Learning

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ELC - Primary Learning

Learning for living, character for life. Book your personal Principal’s tour nunawading.vic.edu.au

Nunawading Christian College (NCC) provides values-based coeducation in a vibrant Christian environment from 3 & 4 year old Early Learning to Year 12 VCE. For over 50 years, NCC students have been inspired by passionate educators dedicated to seeing young people reach their full potential. NCC offers a broad and balanced education to all students willing to accept the School’s ethos and values.

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ELC - Primary Learning

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ELC - Primary Learning

St Andrews Christian College is a unique, Christ-centred, community of hope and purpose built on the principles of “head, heart and hands learning”. a vibrant learning environment, facilitated by a community of

support your child’s learning skills. With this solid foundation, every child can grow with purpose and step into Secondary

Top ranking in 2021 NAPLAN

OPEN DAY - Friday April 1st 2022 (details online) SCHOOL TOURS - book online or call (03) 8847 8309

www.standrews.vic.edu.au 12512134-DL12-21

ELC - Primary Learning

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ELC - Primary Learning

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ELC - Primary Learning

Winners and Losers Grossek’s view MICHAEL looked back just once more. Why? No particular reason. No reason at all, just a reflex reaction. On turning away, he walked slowly to his car at the head of the staff car park, noting the faded sign ‘Principal’ on the bitumen denoting his car park space. He paused; eyes momentarily fixed on the sign, a ramshackle bundle of thoughts scrambling through his tired mind. The sign needed a new coat of paint, a refresher so to speak. So did Michael in a strange sort of way, but he wouldn’t find that here anymore. As he turned on the engine, his car radio simultaneously sprung to life. There was a time when Michael sprung to life at the drop of a hat, but not now. Michael drove carefully out from the school car park. Everyone had long made their departure, it was well after 5.00pm and this was, after all, the last day of the school year. It was more out of habit than by design, Michael’s careful driving. Years earlier, a child had inadvertently, impulsively bolted across the staff carpark and Michael, reversing out from his car park space had hit the child. No great damage had been done to the child’s physical wellbeing, nor Michael’s car, but Michael’s emotional state took quite a battering; undeservingly so. Michael had one last task to perform in his role as school principal and it would take him an hour or so to reach his destination, more than enough time to be well-prepared. As he drove down the Monash Freeway to the city, he flicked through the music channels on his radio. Michael loved heavy metal, but not today. Something quieter, something soothing. He finally found it – The Sound of Silence. Ever since his college days when he first heard the haunting melody and evocative lyrics, that song led him into another world of musical delight; that of Simon and Garfunkel, a duo that left the world of popular music as abruptly as they had entered it. Thankfully the longevity of their music has endured much longer than their partnership as a folk duo, so thought Michael. Ironic he thought as the song played out that it should be playing right now. Troublingly so, given that cacophony of disparate voices, so loud, too loud, too present. The television studio, the prop for his interview,

ELC - Primary Learning

was a disappointment, a bare bones room with a blue screen as a backdrop, a couple of chairs, a coffee table and technical staff deeply engrossed in quiet conversation. The host, he recognised receiving a last-minute briefing by the director, oblivious to him, seated, just a few metres away. Michael was a shy person. Sometimes he wondered why he had ever taken on the role of school principal. His love of children and their learning had been his bedrock in his long career. The pandemic had tested him, more than he could bear at times. For all that, he had somehow managed to end up in a television studio at the very tail end of it all. The final curtain-call! Not what he had planned. “Welcome to our show, Michael,” purred the host, a seasoned current affairs television presenter, the warmest of smiles perfectly in place. Within moments Michael was relaxed. The presenter did not enjoy top ratings by chance. The ten minutes flashed by in a blur of conversation. Before he knew it, a friendly technician had gently removed the lapel mike from his coat, the host had smilingly thanked him, and at once re-engaged in earnest conversation with his director. Michael stood there for just a moment. Long enough, though, to realise it was time to go. It’s after the event, when all alone, that reflection can be a cruel companion. So it was with Michael, as he drove home from the television studio. A mere ten-minute interview, an hour’s painful regurgitation. Every word, both said and unsaid haunted Michael, much as had the two years of the pandemic insofar as any misstep would land squarely on his shoulders. The saving grace this time, Michael thought was that there was no tomorrow, a thought he’d entertained in quite a different light on more than one occasion these past two years. “You spoke so well, Michael.” “Are you sure?” Michael knew his wife Jan would always be there to shore up his faltering faith in himself. “Yes. Absolutely. You covered everything and more.” “Really? More than he could ever admit to himself Michael had found the past two years the most stressful of his entire career. The pandemic had snaked through his school community in so many ways, and so unpredictably, serpent-like, with often

only him to offer support and resistance to an increasingly exhausted and despondent, not to mention fearful workforce. So, it felt! “Yes, Michael. You mentioned with great clarity the impact on your staff of the competing demands of providing both remote and onsite learning simultaneously. The constant fear of infection and the apparent double standards in Covid safety measures under which school staff worked. You said it all.” “What about the children and their families? They suffered too – and there was so little I could do in so many cases. Those children, the ones who always seem to slip through the cracks. We didn’t save too many of those. We hardly saw them, remote learning or on site. And then the parents. At least we received our pay all the way through,” Michael’s voice trailed off. “You acknowledged them too, Michael, as you always do – even those for whom remote learning and lockdown with their kids was just too much. Don’t be so hard on yourself.” Jan always worried about her husband’s capacity for what she felt was a form of ‘professional martyrdom.’ Michael, thought for a moment. He knew Jan was right. The perfectionist, the acute sense of obligation, the kindness in his heart were worthy attributes in his career, yet not always, when unchained, his own best allies. “You mentioned I covered ‘everything and more’,

Jan. What did you mean? I can’t remember all of what I said, just what I didn’t say or didn’t say well.” “Yes,” Jane replied. “You surprised me actually, I must say, but in a good way,” she hastened to add. “When you were asked about the impact on the children of two years of disrupted learning due to the pandemic, you mentioned something I’ve not heard before.” “What was that?” “You left the door open so to speak, on something quite important, I believe,” Jan paused before continuing. “You said that while discussion on the impact of the pandemic with all its lockdowns and remote learning programs on children centred on their wellbeing and academic progress or lack thereof, the jury was still out on another feature of the pandemic.” “Oh yes” replied Michael. “I remember. The polemic and very public debate about lockdowns, mandatory vaccination and freedoms. It’s torn families, colleagues and even friendships apart in more than a few cases and even brought science into dangerous question. What impact will that have on our children? They couldn’t help but be caught up in the crosscurrents of what has too often become a very toxic social environment.” Henry Grossek, Principal Berwick Lodge Primary School

ELC - Primary Learning

Glendal Primary School THE happy chatter and laughter of children fills our playground as we return to learning at school this year. Our students have missed being with their friends and teachers and have returned to school rested and refreshed. Our new Foundation students have settled in quickly and it is hard to believe that they have missed many months of Kindergarten over the past two years. That our students are happy to be at school developing strong friendships and social skills is important to their educational success. Student wellbeing underpins our approach to continual improvement and a focus on supporting, challenging and extending all our students’ learning. Our recent School Review found our school to be ‘excelling’ in all areas assessed within the school improvement continuum, of which we are very proud. Importantly, these areas included excellence in: Professional Leadership; Teaching and Learning and Building Communities. Teachers were able to meet the learning needs of students and stretch and challenge them to achieve high levels of attainment We have set challenging improvement goals for the next four years, from an already high standard and high level of student achievement, which include a focus an empowering students in their own learning. Further promoting student well-being and mental health is also a high

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priority following the challenges of a global pandemic, which hopefully will soon be behind us. We work within a strong culture of collegiality and trust and have built positive relationships with our school community and beyond to sister schools overseas. We have confidence in the support we give to our students, staff and parents and in turn benefit from the trust and confidence they place in our school and the school leadership. We have built this trust over many years; it is treasured. As the saying goes “trust comes in on the back of a tortoise and leaves on the back of a galloping horse!’ Parents leave their most treasured possession with us every day when they bring their child to school. We are very aware of the trust they place in our staff, our expertise and our professionalism as we guide and teach each student to be the best they can. Please take a look at our website and the virtual school tours on the ‘enrolment’ page, especially the tour led by two of our younger students, which is a delight to watch. Deborah Grossek, M.Ed.,B.Sc. Hons, B.Ed., Dip.T. 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)#

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s $EDICATED PROFESSIONAL HIGH QUALITY STAFF

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

ELC - Primary Learning

A world of exploration A GREAT Early Learning Centre can set children on the path to an exciting educational journey. At Haileybury Edrington in Berwick, the ELC program creates a safe place for children to learn, have fun and develop social skills that will help them understand the world around them. “Edrington caters for our very youngest students through to Middle School and provides a welcoming environment in which students can begin their learning journey,” says Mrs Jeanette Rawlings, Head of Haileybury Berwick. “We have an engaging and rigorous curriculum where children master and apply core skills and concepts and, over time, they develop their knowledge and abilities to transition through our school.” Edrington ELC follows a play-based curriculum that helps children develop key social and academic skills. Activities include Language and Literacy, Numeracy, Science, Social Thinking, Inclusion and Diversity, Child Safety and Aboriginal and Torres Strait Islander histories and cultural perspectives. All of Haileybury’s four ELCs exceed National Quality Standards, as set by the Australian Children’s Education & Care Quality Authority. ELC educators recognise the importance of developing strong literacy and numeracy skills through activities like the Jolly Phonics Literacy program and the Pre-Prep language program that sees students introduced to Mandarin. However, the ELC program extends way beyond this and specialist classes include Library, Music, Physical Education and Movement and Creative Arts. Whole school events like Cross Country and Book Week are part of the ELC experience and the Out and About program encourages children to spend time exploring the campus, going for nature walks and visiting the Haileybury Hive – the school’s very own beehive. When the ELC children showed interested in learning about sustainability, this led to children and their educators creating an informal meeting space where children sit and talk together and enjoy some ‘yarning time’. They also designed an indigenous garden at the ELC entrance. “The design of the garden has taken

ELC - Primary Learning

inspiration from the traditional aboriginal symbol of ‘meeting place’ with garden beds and paths laid out to represent this,” says Mrs Rawlings. The Edrington campus is on Bunurong land and the programs across the ELC aim to provide children with the understanding that, before being a place where they could learn and play, the land was looked after by the Bunurong people for tens of thousands of years. “We are continually connecting and collaborating with families and our wider community to develop our Reconciliation Plan and to embed Aboriginal cultural experiences in a truly meaningful way. This is also seen in some of our classroom displays and play experiences which have become part of our everyday practice,” says Mrs Rawlings. An acknowledgement of country is proudly displayed in the ELC foyer and reads ‘As we gather, we thank the Bunurong people for sharing this land with us and we promise to look after it as we play and learn’. It is spoken by the children each morning, reminding them to be grateful to the Bunurong people for sharing the land on which they now play and learn.

haileybury.com.au

More than a promising pianist.

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The littlest of our Haileyburians have the perfect environment to shine, like Tailin from our Early Learning Centre. Tailin’s creative zest for life shines through her impressive piano skills, bringing joy to her fellow classmates and teachers alike. ke. And fostering her new-found passion for art has seen our hallways turned into art galleries! Best of all, she’s just starting to make her mark!

ELC - Primary Learning

Harkaway Hills College was founded with the support of the Parents for Education (PARED) Foundation, who have opened four schools across NSW over the past 40 years. What makes Harkaway Hills exceptional is our unique system of personalised education that assists parents as the primary educators of their children and supports each student to be the best person they can be. Our motto says a great deal about our ethos: Veritas et Virtus. “Truth and Virtue.” We pride ourselves on our quality academic curriculum, personalised learning through a mentor system, religious education, and an emphasis on virtue education. Parents and the school can begin to work on character development from the outset, with a mentor who works closely with each child. The college works with tried-and-true methods to ensure that crucial steps in early literacy to give each child the academic focus they deserve. Shrouded by the natural beauty of lush, rolling green hills, the college punches well above its weight for a school that only opened ¿YH \HDUV DJR /DVW \HDU¶V VWXGHQW KLJKOLJKWV include winning the interschool cross country

carnival, taking out a state-wide poetry competition and coming out on top of a local short story competition. The schools bumper 1$3/$1 UHVXOWV ZHUH DOVR D KLJKOLJKW following more than a year of remote education. The school is co-educational from Prep to Year 2 and single sex to Year 8 in 2023. 2XU EURWKHU VFKRRO /\VWHU¿HOG /DNH &ROOHJH LV accepting enrolments from Years 3-6.

2022 Open Days Term 1

Friday 18 March

Term 3

Term 2

Monday 16 May Friday 10 June

Monday 8 August Friday 2 September

Term 4

Monday 17 October

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ENROL FOR PREP TO YEAR 8

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150 years of public education 2022 marks 150 years of public education in Victoria. Read on to discover more about the birth of our education system. In 1872 the Victorian Government passed the Education Act 1872, which set up the colony’s public school system. This new legislation made Victoria the first Australian colony to offer free, secular and compulsory education to its children. After 1872 rather than being controlled by religious and other private organisations, most schools were centrally controlled by the government education department. How was education provided before 1872? In the first half of the 1800s there were very few schools in the Australian colonies. There were two types of schools: national schools, which were not linked to any religious group; and religious schools, which were linked to a particular church. The colonial Victorian Government gave some money to both types of schools but local communities had to provide a minimum number of students and some funds towards a school building. Generally churches were better able to organise support for education and often already

ELC - Primary Learning

owned buildings that could be turned into schools. This meant that most schools were religious until the 1850s. The number of people migrating to Victoria increased because of the gold rushes in the 1850s and this meant that there were more children who needed education. In response the colonial government began to try to improve and increase the number of schools in Victoria. ‘I need not here go over the old ground that an educated community is on the whole moral, more law abiding and more capable of work than an uneducated one.’ Charles H. Pearson, education reformer How were changes to the education system made? Across 1866 and 1867 the Victorian Government held a Royal Commission into education in Victoria. The Royal Commission recommended that the Victorian Government set up a system of secular, government-funded schools. But religious schools didn’t agree with these recommendations and the Victorian Parliament didn’t pass the changes.

In 1872 a large group of politicians again began to promote the recommendations of the 1866 Royal Commission. The Catholic Church, which was the largest private supplier of education in the colony, strongly opposed the changes. But ultimately most politicians agreed to the changes and the Victorian Parliament passed the Education Act on 17 December 1872. Under the new Act children between the ages of six and fifteen had to attend school, and if they attended a government school their education was free. At the same time all government funding to religious schools stopped. Many religious schools chose to stop teaching religion and become a part of the new government system. But some — mostly all-Catholic schools — continued to run independently. Parents who chose to send their children to private religious schools had to pay school fees. With the Education Act 1872 Victoria became one of the first regions in the world to offer free, secular and compulsory education. Between 1871 and 1876 government schools in Victoria tripled in number and they became the backbone of the

With the Education Act 1872 Victoria became one of the first regions in the world to offer free, secular and compulsory education.

colony’s education system. At the same time religious schools went from teaching most of the students to teaching less than a quarter. By 1908 all the Australian colonies had centralised government departments looking after free, compulsory and secular education. Read a longer version of this Defining Moment on the National Museum of Australia’s website. https://www.nma.gov.au/defining-moments/ resources/free-education-introduced

ELC - Primary Learning

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.

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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

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

ELC - Primary Learning

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

e ing able to do th ‘We really liked be sa wa y’ da of e tim learning any e. common respons

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.

It takes time to stop, look and listen to our learners. This is especially true in 2022. 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. 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!

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ELC - Primary Learning

STEM is more than just Science and Maths NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas. Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book. The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills. Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher. STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”. Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book. Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”

ELC - Primary Learning

“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher. “When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.” According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.” Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges. “I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.” Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes. Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources. “At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.

“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.” Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools. “I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field. “Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning. “It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world. “Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.” “To address the current pandemic, for instance, epidemiologists, mathematicians, education

experts, economists, social workers, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable. “We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.” Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.” Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge. For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane.hunter@uts.edu.au

ELC - Primary Learning

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Our Early Learning Centre caters for 3-5 year old children with Long Day Care, Sessional 3 and 4 year old kindergarten located on the grounds of Hillsmeade Primary School. Long Day Care is open from 7:00am till 6:00pm from February to December. The daily fee is $95 and families are eligible for Child Care Subsidy, we provide all meals and enrolment is through the ELC ofﬁce. We also offer an integrated, funded 4 year old kindergarten program.

ELC - Primary Learning

Our three year old program operates on Wednesday from 12.30pm to 3.00pm and Friday 8:30am to 11:00am and is $154 per term. Enrolment is through Casey Council. Our four year old sessional kindergarten program enrolment is through Casey Council and is $460 per term. We have a variety of timetable options to suit families and a high level of involvement within the school. The quality of the learning and nurturing received by the children at our ELC is fundamental to their success in later years. Learning is hands on, interactive and investigative to encourage the development of an inquiring mind. We provide a balance of playbased learning with structured routines so children can make choices and follow their interests while learning to be part of a group. Children then gain skills and conﬁdence to transition seamlessly to school. Children participate in a weekly Music and Physical Education Program within the Kindergarten. For enquiries please contact elc@hillsmeade.vic.edu.au.

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Linda Buckeridge PRINCIPAL

(03) 9704 6313 82 The Promenade, Narre Warren South 3805 ELC - Primary Learning

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“It feels like a community where my child will be nurtured, cared for and known”

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• Improve focus, attention span and comprehension

• Decrease stress and anxiety and improve creativity

LIMITED PLACES ARE STILL AVAILABLE.

ELC - Primary Learning

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

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

• Positively inﬂuence behaviour for more fulﬁlling relationships

Enrol your child today for a happier, healthier more fulﬁlling life. Scholarships and bursaries are available.

CALL TODAY FOR A PERSONALISED SCHOOL TOUR (03) 9462 2888.

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ELC - Primary Learning

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

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■

encouraging your children to draw, write and tell stories

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practising using numbers

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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

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

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

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

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

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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

Milgate Primary School

FOUNDATION 2023

ENROL NOW Open Day Dates Saturday 7 May 9.30 – 11.30am Tuesday 24 May 6 – 8pm

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Enrolment forms & more information at www.milgateps.vic.edu.au

INTERNATIONAL BACCALAUREATE WORLD SCHOOL

96 Landscape Drive | East Doncaster T: 9842 7744 E: milgate.ps@education.vic.gov.au ELC - Primary Learning

Minaret College: Celebrating 30 years THIS year marks the 30 year anniversary of Minaret College serving the needs of the Australian Muslim community in South East Melbourne. Founded in 1992, the College is now the school of choice for over 2500 students across three campuses – Springvale, Officer and Doveton. Both Springvale and Officer Campus include an Early Learning Centre as well as Foundation to Year 12. The newest campus in Doveton is dedicated to Primary years. The vision of Minaret College is to provide an environment where young Muslim students flourish. It is an environment which nurtures students’ identity as Muslims and develops confident, capable young people who are ready to contribute to the broader community. Alongside the Victorian curriculum, students study Quran, Arabic and Islamic studies. The College also offers a daily Hifz program where selected students start the day a little earlier and are supported to memorise the Holy Quran. Daily prayers are offered at school and the College celebrates significant religious occasions such as Eid and Ramadan together. Working in partnership with families, the College identifies the strengths and interests of each student. The 2021 College Dux, Mobeen Mougadam achieved an outstanding ATAR of 98.5. Minaret College graduates pursue a diverse range of careers after their VCE. Ninety-nine percent of graduates from last year were offered a place in a tertiary course of their choice. Courses include medicine, science, engineering, psychology, business, and teaching. The College Community are proud of the results of their graduates however students are also reminded of the saying of the Prophet Muhammad (saws) that the best among them are those with the best character. Many Minaret College graduates have attended the College for their 13 years of schooling and establish a lifelong bond with their fellow students. The learning journey starts in Junior Primary School when a student enters Foundation. Play-based learning activities facilitate learning and social development. With strong emphasis on numeracy and literacy skills, students are encouraged to be curious learners, thereby setting themselves up for success in future years. With a student-centred approach, Minaret

ELC - Primary Learning

The vision of Minaret College is to provide an environment where young Muslim students flourish. College students are encouraged to be leaders – acting congruent with their goals and values and create positive relationships with those around them. Within Primary School, the Leader in Me program focuses on self-awareness and developing simple habits which facilitate personal growth and wellbeing. Throughout the years at Minaret College, students have plenty of opportunities to put their leadership skills into action in various captain and leadership positions. Minaret College is a popular choice for local Muslim families looking for a supportive, nurturing environment. Enrolment applications for 2023 should be submitted early to avoid disappointed. Parents wanting to know more about the College are encouraged to request a tour at their closest campus. Bookings can be made by calling (03) 9574-0567 or further information is available on their Facebook page or website at www.minaret.vic.edu.au.

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ELC - Primary Learning

Mini Maestros Mini Maestros Music & Movement Classes for 0-5s - Support Your Child to Thrive! WE all want to best prepare our children for the increasingly uncertain future. Children who are creative, capable, resilient, and aware will be best placed to thrive. Mini Maestros understands children’s developmental needs. We harness the impact of music on the brain to develop the whole child; language, listening, physical, social and emotional skills. In the past 2 years alone, our music and movement classes for 0 to 5 years have received 1000+ excellent reviews from parents, with an average rating of 4.8 out of 5 stars for all reviews. Supporting Your Child to Thrive is as easy as 1, 2, 3! 1. Enrol in a Mini Maestros class near you - inperson or online - for a full term, a 3 week trial or a free first online lesson. 2. Let our program accelerate your child’s development. 3. Experience and share in your child’s developmental breakthroughs. Mini Maestros Fun & Educational Music Classes for Babies - 5 Year Olds: ■ Build Confidence Nurture Whole Brain Development ■ Social Interaction for Parent and Child ■ Age-Specific for Children’s Developmental Stages

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We harness the impact of music on the brain to develop the whole child; language, listening, physical, social and emotional skills.

Classroom Experience in Preparation for Kinder and School New students are welcome to join at any point in the teaching term, subject to availability. Enrol Now and support your child to thrive! minimaestros.com.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, Music, 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).

ELC - Primary Learning

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 ELC - Primary Learning

The National Wool Museum Multi award-winning classroom destination THE National Wool Museum is Geelong’s multi award-winning classroom destination – with recently upgraded galleries that tell the stories of the Geelong Region, Wadawurrung Country and the Australian wool industry. Focusing on a wide range of subject areas, including history, geography, sustainability, economics, textiles, fashion, design and technology. The Museum offers high quality educator-led tours and workshops as well as funfilled school holiday programs. Bookings are now open for schools to register for facilitated National Wool Museum programs in 2022. Visit our website for more information www.nwm.vic.gov.au Stitch in Time Focus Area: Australian History | Prep – 6 | History + Geography Follow the threads of time through the museum’s unique collection items to reveal how daily life has changed. Discover the stories of human invention and resourcefulness connected to these historical sources. Students will build stitching and fabric printing skills and create a textile tapestry resembling the museum’s unique collection of wagga rugs.

ELC - Primary Learning

Weaving the Land Focus Area: Environment + Land Management | years 3 – 8 | History + Geography Explore farming and industrial practices over time. Students will use weaving looms to create a woven piece that represents land regeneration practices with repurposed fabrics, fleece and yarn. Woollen Wonder Focus Area: Fibres, Textiles, Manufacturing and Design | years 3 – 8 | History + Design and Technologies How does wool get from a sheep’s back to the clothing rack? Go on a sensory journey and follow the processes that turn wool from fleece to fabric. Students will experiment with and explore the properties of wool and get ‘hands- on’ creating woolly pieces with knitting tools and yarn. Industrial Innovations Focus Area: Technology + Industrial Revolutions | years 7 – 10 | History + Design and Technologies Explore the revolutionary innovation-the punch card programming system- through a ‘hands-on’ coding activity. Students will decode a unique program designed for the National Wool Museum’s 1910 Axminster Loom and create a collective design.

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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. Lyn Rodda PRINCIPAL 62

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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 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.

• 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 64

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Our School is equipped with and focussed on:

Foundation 2023 Information Night Wednesday May 25th 2022 7 p.m. at West Campus or via an online platform https://eduvic.webex.com Meeting number: 2650 918 3109 • Password: spps5538

Email: spring.parks.ps@education.vic.gov.au WEST CAMPUS: 24 Erica Street, Springvale VIC 3171 T: 9546 6402 F: 9547 2763 12534915-SG12-22

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Playtime is funtime

ELC - Primary Learning

Westall Primary School community values are: • Fairness • Kindness • Excellence • Creativity At Westall Primary School we believe all students have the right to equal access to a high quality education and that all students can achieve their potential through building strong partnerships between parents and teachers. The school promotes educational activities and initiatives that help to create a learning environment that is engaging for students and integrates with the social and creative life of the community. We place a high priority on developing our authentic, meaningful curriculum that includes; • Personalised learning involving student collaboration. • Explicit teaching, time for practise, real life experiences and Inquiry learning.

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• The Sounds-Write program which is one of the best, if not the best, literacy program a school can choose and has been tried and tested in many English speaking countries across the world including many states of Australia. Principal: Mr Peter Jeans | Ph: 9546 8964 ELC - Primary Learning

Xavier College XAVIER College has recently restructured its Early and Middle years experiences in a comprehensive realignment and recrafting of its overall College program. Extending upon its co-educational Kindergarten for 3- and 4-year-olds, Xavier is moving to a 2-year staged model of educational delivery from Prep to Year 12. This will coincide with a comprehensive building program to enhance every aspect of each campus. Our Junior School (P-6) program will be set at the magnificent Burke Hall Campus. It will operate from 2024, maintaining an aligned and progressive curriculum journey for Prep to Year 2 (Stage 1 housed in its contemporary St Louis Building), through Years 3 and 4 (Stage 2) and into Years 5-6 (Stage 3) that also acts as a significant point of entry for many students and families. Our other key entry point of Year 7 will be accommodated in an exceptional, new state-ofthe-art Year 7-8 learning precinct on the Senior Campus, opening for the start of 2024. As a school that enrols boys, Xavier is committed from the commencement of a boy’s education to developing respectful and aspirant learners. Our distinctive Jesuit character underscores these learning and life values, whereby our future graduates are formed with an intentional mindset to be authentic, spiritual, positive, inspiring, resilient and empathetic. These ASPIRE qualities are infused through each age and stage, where our educators deliver a holistic curriculum designed to encourage students to be curious, ask questions, make discoveries, collaborate, reflect and think independently. Head of Early Years at Xavier College, Ms Elena Serraglio strongly believes “that a child who is fully engaged in learning, more commonly demonstrates positive behaviours. We strive to provide a learning environment in which students feel happy, productive, and secure. The partnership between staff, parents, and the child encourages each individual to grow intellectually, spiritually, morally, socially, emotionally, physically and creatively” There is a strong emphasis on action and preparing our students for a life of service, instilling in them a genuine commitment to serve others.

ELC - Primary Learning

We aim to develop students who will become men of conscience, competence, and compassion, able to bring about a more peaceful and just society by example and deeds. Opportunities are not limited to the traditional classroom setting. Primary students are engaged with our Expeditions program from an early stage, teaching them to engage the head, heart, and hands in meaningful ways and to transport classroom learning to the real world. Students from Kindergarten to Year 2 will enjoy daily experiences outside the classroom in purpose built outdoor play and learning spaces. Year 3 & 4 students will take part in weekly experiences in the Yarra Bend National Park. Year 5 and 6 students move beyond the campus to experience life in regional Victoria where they deepen their understandings from the classroom by connecting authentically to the natural world. At Xavier, we understand the crucial importance of a rich Primary education in laying the foundation for the future of your child. We strive to ensure the Early Years experience is a joyous one for every child. From skills, passions and work ethic to self-image and finding their place in the community, the journey begins here.

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Young children learn Math through play MATHEMATICAL Playworld is a new teaching model motivating young children to engage in mathematical problem solving. The model, developed by Dr. Liang Li and Dr. Leigh Disney of Monash University, was used in a recent study, published in the Mathematics Education Research Journal, to understand the most effective means of supporting young children’s maths learning in a play-based program. Dr. Li says, ‘Early mathematics learning is a powerful predictor of children’s mathematics achievement in school and previous studies have shown that young children have significant capacities to learn and master mathematical concepts at a very early age.’ ‘Past research indicates the importance of problem solving as a mathematical process yet there is little research on the ways young children engage and process this information. This particular study focuses on how young children process mathematics information through playbased problem solving in early childhood settings.’ Mathematical Playworld takes its lead from Conceptual PlayWorld, a model of intentional teaching developed by Laureate Professor Marilyn Fleer also of Monash University. According to the researchers, ‘The playworld begins with a selected story, whereby children and adults build emotional connections with story characters before they collectively enter the playworld.’ ‘Previous research shows imaginative play is the leading activity for pre-school aged children. The world of imagination and storytelling enables children to imitate the roles of adults and to explore cultural knowledge, such as mathematical concepts, and develop their conceptual thinking.’ Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. The study showed that children’s meaningful learning process can be improved by active engagement with teachers. As Dr. Li explains, ‘Teachers play a pivotal role as active co-players and co-creators engaging in the sustained shared collective imaginary situation with the children.’ ‘This study - with a specific focus on the development of algebraic reasoning of creating

ELC - Primary Learning

Mathematical Playworld engages the teacher as a co-player and co-creator in the collective ‘Playworld’ to motivate children to develop mathematical problem-solving skills. repeating patterns in play - found that, ‘Young children’s problem-solving process became personally meaningful for them in the Mathematical Playworld activity setting.’ The study builds on previous research which showed, ‘Exploring patterns in the early years is seen as an important introduction to algebraic thinking as children begin to notice similarities and differences between and among patterns, create rules to describe relationships, and eventually represent those relationships using symbols.’ According to the researchers, ‘The improvement of children’s mathematical thinking is achieved by the appropriation of cultural tools in meaningful contexts. Learning is embedded using narrative frameworks to dramatize the maths problem and engage children in the problem-solving process.’ In an initial engagement between teachers and students for the study, teachers chose to begin with the storybook, Room on a Broom (Donaldson, 2003) because they observed the children were very interested in stories about witches. ‘The teacher’s believed the story context would motivate the children whilst also linking closely to mathematical concepts, such as, “How much room on the broom?” The story evolved with the teachers and children both playing character roles and bringing the story to life. The teachers then dramatized an emotionally charged mathematical problem, i.e. “How many people can fit on the broom to go the witches’ party?” and the children were fully engaged in the mathematical problem solving.’

The researchers, both with backgrounds as early childhood teachers, say the study was motivated by their own classroom observations and the belief that, ‘It is important children have a sense of ownership in their learning.’ Dr. Disney says, ‘The teaching of mathematics needs to focus on the process of problem solving rather than drill and practice of mathematical skills at an early childhood level. It requires a frame where children are part of the learning process as active and engaged learners and where teachers can imbed teaching practices in play.’ The study by Li and Disney was conducted over a seven-month period and based on observations of children and teachers interacting with the program in an early childhood setting. ‘One of the aims of the project was to explore how the Mathematical Playworld creates conditions that support children’s mathematical thinking and conceptual learning in play-based early childhood settings.’ ‘The study contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation by considering how learning processes become personally meaningful for children and by exploring teachers’ role in play for supporting children’s mathematisation.’ The researchers say the teaching model, ‘Builds

The story evolved with the teachers and children both playing character roles and bringing the story to life. motivating conditions for young children to learn mathematical concepts in play and provides children with a solid foundation for entering the school environment.’ Li and Disney believe Mathematical Playworld has the potential to be a key learning tool for early childhood teachers within play-based settings. They plan to extend their current successful study to include more early childcare settings. Li, L. & Disney, L. (2021). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal. For more information or an interview, please contact Dr. Liang Li at Monash University at liang.li@monash.edu and Dr. Leigh Disney at Monash University at Leigh.Disney@monash.edu

ELC - Primary Learning

Contents Beaconsfield Primary School .................................. 4 & 5 Belgrave South Primary School ..................................... 7 Berwick Lodge Primary School ..................................... Front cover, 2 & 3 Celebrating 150 years of Public school education ........................................ 40 & 41 Children who read books daily…............................. 8 & 9 Cranbourne Primary School ................................ 10 & 11 Creekside K-9 College ....................................................... 13 Erasmus School .......................................................... 30 & 31 Gilson College ........................................................................ 17 Glendal Primary School ........................................ 34 & 35 Grossek’s View ............................................................ 32 & 33 Haileybury ..................................................................... 36 & 37 Harkaway Hills College ........................................ 38 & 39 Harkaway Primary School ................................... 42 & 43 Heathdale Christian College .............................. 18 & 19 STEM is more just Science and Maths ......... 44 & 45 Hillsmeade Primary School ................................ 46 & 47 Hume Anglican Grammar ................................... 20 & 21 Importance of effective Primary Learning ........... 52 Lakeside College ....................................................... 48 & 49

Lighthouse Christian College ........................... 22 & 23 Maharishi School ....................................................... 50 & 51 Melton Christian College ..................................... 24 & 25 Milgate Primary School ................................................... 53 Minaret College ......................................................... 54 & 55 Mini Maestros ............................................................. 56 & 57 Mossgiel Park Primary School .......................... 58 & 59 National Wool Museum .................................................. 60 Nunawading Christian College ........................ 26 & 27 Puzzle pages ................................................................. 70 & 71 Robert Gordon ....................................................................... 61 Solway Primary School .......................................... 62 & 63 Spring Parks Primary School ............................. 64 & 65 St Andrew’s Christian College .......................... 28 & 29 Victoria School Guides Website ................................. 76 Westall Primary School .................................................... 67 What is Christian Education? ....................................... 14 Xavier College ............................................................ 68 & 69 Young children learn Maths through play .................................................. 72 & 73 Your child’s transition to school .................................. 12

Next edition: March 2023 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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Learning is fun

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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.

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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

ELC - Primary Learning