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General Information
2014
Principal: George Danson
Assistant Principal: Heidi Bampfield
Business Manager: Nadine Robinson
Administration: Lisa Southward
Robert Street, Parkdale 3195
Telephone: 9580 1207
Email: [email protected]
Website: www.parktoneps.vic.edu.au
School Term Dates 2014 Term 1 Thu Jan 30 – Fri Apr 4 Tue Jan 28 & Wed 29 pupil free days 1 & 2
Term 2 Tue Apr 22 – Fri Jun 27 Thu Apr 24 pupil free day 3 & Fri Apr 25 ANZAC Day
Term 3 Mon Jul 14 – Fri Sep 19
Term 4 Mon Oct 6 – Thu Dec 18 Fri Dec 19 pupil free day 4
Parktone Primary’s Daily Timetable
School begins at 9:00am and ends at 3:30pm
Private and group music lessons and specialists’ classes e.g. Science, Physical Education, Computers and Visual Arts will be scheduled between 9:00am - 3:30pm
7:15 am Camp Australia Before School Care Opens in St. Aidan’s Hall Robert St.
7:30 Teachers Start Arriving
8:30
Office Opens
Staff Briefing
8:45
Teachers on Yard Duty
9:00
Reading
10:00
Writing
11:00
Snack Recess Teachers on Yard Duty
11:30
Spelling / Numeracy
12:30 pm
Numeracy
1:15
Eating Lunch
1:30
Lunch Recess & Clubs e.g. chess, sports, glee…Teachers on Yard Duty
2:30
Integrated Studies e.g. Personal Learning, Health, Social Studies
Working in Your Element Electives Program on Friday
3:30 Teachers on Yard Duty
3:45
Maths Tutoring Program - Weekly
After School Sports Programs - Weekly
Staff Meetings – Mon, Tue & Wed
4:30 Office Closes
6:00 School Closes & Camp Australia After School Care Closes
Class Structure and Staffing 2014 Grade Teacher
Prep Amy Haslemore Prep Melissa Gibson Prep Andy White Prep Sally Northcott 1 Amy Sharman 1 Jo Moriani 1 Georgie Callanan 1 Lauren Campbell 2 Nicole Lowe 2 Jo Blampied 2 Charlene Macklin 3/4 Anneliese Scheffer 3/4 Anna Slykhuis 3/4 Matthew Curry 3/4 Emily Edwards 5 Laura Wapling 5 Arran Armitage 6 Teena Muscat Specialist Programs and Teachers
P.E. Peter McGettigan Science Anne Ziogos Visual Arts Lisa Poulter Computers Jill Buckleigh Japanese Megan Berriman Lights Camera Action Bruce Grantford Music (private/group lessons) Sbrenka Casaceli Support Teacher P-2 Courtney Voss
Integration Aides: Vicky Kozaris, Bev Watson, Karen Milner, Naile Alangor, Emily Southward, Andrew Young, Samantha Robinson and Sarah Jefferson
Computer Technician: Minh Truong Cleaner: Chris Hellerud Grounds Keeper: Will Radas Administrators:
Administration Lisa Southward Business Manager Nadine Robinson Assistant Principal Heidi Bampfield Principal George Danson
Message from the Principal Parktone Primary School opened in 1961 and is situated in a quiet residential street in Parkdale in the City of Kingston. The school is on a spacious and attractive 2.5-hectare site. Traditional classrooms have been redeveloped into stimulating learning centres incorporating ICT and the re-arrangement of furniture and spaces to cater for a variety of learning needs. There are 40 staff members and 420 children. Literacy and Numeracy are priority school programs. Specialist programs in Visual and Performing Arts, Science, Physical Education, Computers and languages provide students with outstanding opportunities to discover and develop their interests and skills. In a stimulating and challenging teaching and learning environment, individual students are supported and encouraged to develop their talents, build resilience and confidence, and have respect for themselves and others. Stephen Covey’s ‘7 Habits of Highly Effective People’ is a character development approach demonstrated by staff across all teaching and learning experiences. Sean Covey’s ‘7 Habits of Happy Kids’ is the strategy teachers are implementing to create highly effective children. Over recent years the school community celebrated the biggest refurbishment in the school’s history. We have transformed traditional classrooms into 21
st century global learning centres. By knocking out
a few walls classrooms have been expanded to provide more stimulating teaching and learning spaces. It is amazing how coloured paint and the re-organisation of furniture can transform a classroom into a highly stimulating space, which caters for a wide range of teaching and learning styles. The Theatre, Readers’ Retreat and Science Space are just some of the stimulating areas now available for the children on a daily basis. Teachers and children have continuous access to a world of knowledge through banks of computers, iPod Touch, netbooks, iPads and SMARTboards. The learning environment now matches the outstanding quality of our teachers. The children are taking great pride in their 21
st century school. They are developing a more
sophisticated approach to their learning as teachers lead them through negotiated curriculum tasks and provide inquiry-based learning frameworks. The After-school Sports program continues to excite the children two afternoons each week. The Kids Hope Mentoring program continues to be a great success. Guitar, piano, drums, vocal tuition, choir and the Movie Making programs continue to develop artistic skills and promote student’s confidence. The Working in Your Element electives program is a highly engaging experience for the children. The children have the opportunity to choose programs based on their preferred learning styles and interests. Together we have worked on many fronts including the development of beautiful gardens, maintaining well-kept grounds and creating new and highly stimulating learning spaces. Visitors to our school are spreading the word that Parktone Primary is an innovative school with a positive energy. Education Department representatives have also visited and expressed their excitement and congratulations as we have created and celebrated significant milestones. Together we are achieving our goals. Together we can stand tall and be proud. It is a privilege to receive encouragement and support from the parent community. We have so many proactive and positive parents who contribute readily to support the school’s values and programs. Parents in the wider community are also showing their support for Parktone, by enrolling their children in record numbers. When parents choose to enrol their children at Parktone Primary, they are declaring their interest, respect and trust in what we do. What a powerful affirmation. I am proud and always ready to tell others that I am the principal of one of Melbourne’s most dynamic and rapidly improving schools. It is an honour to serve as an educator and to share my passion and love for learning. The Parktone school community has a powerful synergy and its spirit is radiant! George Danson Principal
Vision
There is a prosperous path for every child.
Each journey is theirs to lead.
There is a place in which every child can shine.
Mission Statement
Identify the talent, develop the confidence and create the leader.
Habits
- Be proactive
- Begin with the end in mind
- Put first things first
- Think ‘win-win’
- Seek first to understand, then to be understood
- Synergise
- Sharpen the saw
Motto
Always Moving Forward
Code of Conduct
In every situation, irrespective of circumstances, I will:
- Be kind and well-mannered;
- Do what I can to help;
- Always try to do my best;
- Stay positive and confident; and
- Be thankful for who and where I am.
The 7 Habits of Highly Effective People
With the support of the FranklinCovey Association Parktone Primary is focused on
how we as educators can create leaders, one child at a time. The Leader in Me
initiative based on Stephen Covey’s 7 Habits of Highly Effective People, is
embedded across all subject areas, and demonstrated and taught daily.
The habits are:
• Be Proactive – Take responsibility for your life. Choose to act deliberately and take responsibility for your actions. Listen to your language and be proactive rather than reactive.
• Begin With the End in Mind – Define your mission and goals in life. Live your life with hope and purpose. Know what you want before you begin.
• Put First Things First – Prioritise and do the most important things first. Make the most effective use of your time by prioritising. Work smarter, not harder.
• Think Win-Win – Have an ‘everyone can win’ attitude. Build successful relationships with others by finding a solution that works for all.
• Seek First to Understand, Then to be Understood – Listen to people sincerely. Hear others with your eyes, ears and heart. Only 7% of communication is verbal, 93% is body language, tone and feeling.
• Synergise – Work together to achieve more. Two or more people can work together to create a better solution than either one could create alone. Synergy requires valuing people’s uniqueness and individuality.
• Sharpen the Saw – Renew yourself regularly. Balance all four dimensions of your life: body, mind, heart and soul.
The whole-school approach aims to develop the physical, social, emotional and spiritual realms of every child.
Gardner’s Multiple Intelligences Overview
We aim to identify the children’s preferred learning styles at the start of the year. Teachers then ensure the provision of learning experiences and tasks are inclusive of the different learning styles.
Intelligence
Types
Typical
Roles
Related
Tasks
Preferred
Learning Styles
Linguistic Words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning
writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes
write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story
words and language
Logical-Mathematical Logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result
scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors
perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition
numbers and logic
Musical Musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling
musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches
perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions
music, sounds, rhythm
Bodily-Kinaesthetic Body movement control, manual dexterity, physical agility and balance; eye and body coordination
dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers
juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics
physical experience and movement, touch and feel
Spatial-Visual Visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect
artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants
design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car
pictures, shapes, images, 3D space
Interpersonal perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people
therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors
interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person
human contact, communications, cooperation, teamwork
Intrapersonal self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change
arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims
consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others)
self-reflection,
self-discovery
Bloom and Gardner Framework
Units of study are developed within the matrix, to clearly and specifically plan for the students’ preferred learning styles and levels of thinking.
Preferred Learning Styles
Bloom’s Taxonomy: Six Thinking Levels Knowledge Recall data Receive Awareness Copy
Understanding Understand Respond React Follow Instructions
Applying Use Understand & act Develop precision
Analysing Structure & elements Organise personal values Articulation - integrate related skills
Creating Create/build Adopt behaviour Become expert
Evaluating Assess, judge in relational terms
Verbal Reading , Writing & Speaking
Mathematical Numbers & Science
Visual/Spatial Painting & Drawing
Kinaesthetic Hands-on, Sports & Dance
Musical Making & Listening to Music
Interpersonal Working with Others
Intrapersonal Working by Myself
Differentiated Instruction
Teachers aim to cater for the learning needs and interests of individual students. Differentiated instruction creates a more personalised learning experience for the children. It incorporates:
- Flexible grouping - Is student centred - It is based on readiness - Is rigorous and relevant for all learners - Is based on academic and personal needs - Fosters relationships and independence -
Teachers consider a wide range of elements to differentiate instruction including:
- Open-ended, rigorous questions - Jigsaws - Cubing or tiered questions - Levelled materials and resources - Work stations - Problem, project, or inquiry based tasks - Learning contracts - Graphic organisers
E5 Instructional Model The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. The framework is referred to regularly as a check point when: auditing teaching practice, planning, teaching and evaluating.
Domain
Capabilities
Performance Indicators
Engage The teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirements clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.
Develops shared norms Determines readiness for learning Establishes learning goals Develops metacognitive capacity
• Models expected behaviours
• Establishes protocols for interactions
• Sets expectations for learning
• Assesses prior knowledge
• Identifies a purpose for learning
• Connects to students’ lives
• Uses evidence to inform learning goals
• Communicates assessment requirements
Explore The teacher presents challenging tasks to support students to generate and investigate questions, gather relevant information and develop ideas. They provide tools and procedures for students to organise information and ideas. The teacher identifies students’ conceptions and challenges misconceptions. They assist students to expand their perspectives and reflect on their learning. The teacher is mindful of the learning requirements of the task, attentive to student responses and intervenes accordingly.
Prompts inquiry
Structures inquiry
Maintains session momentum
• Generates questions
• Challenges misconceptions
• Broadens experiences
• Provides resources to support inquiry
• Develops processes to select information
• Presents tools and strategies to organise information
• Manages time
• Provides a structure for the lesson
• Responds to student behaviours
Explain The teacher provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. They explicitly teach relevant knowledge, concepts and skills. This content is represented in multiple ways. The teacher provides strategies to enable students to connect and organise new and existing knowledge. They assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing. The teacher explicitly teaches the language of the discipline. They progressively assess students’ understanding and structure opportunities for students to practise new skills.
Presents new content Develops language and literacy Strengthens connections
• Selects content
• Makes content accessible
• Develops the language of the discipline
• Teaches the conventions of English language
• Employs the modes of language
• Connects new and existing content
• Utilises student explanation
• Structures opportunities to practise
Elaborate The teacher engages students in dialogue, continuously extending and refining students’ understanding. They support students to identify and define relationships between concepts and to generate principles or rules. The teacher selects contexts from familiar to unfamiliar, which progressively build the students’ ability to transfer and generalise their learning. The teacher supports students to create and test hypotheses and to make and justify decisions. They monitor student understanding, providing explicit feedback, and adjusting instruction accordingly.
Facilitates substantive conversation Cultivates higher order thinking Monitors progress
• Promotes thinking
• Maintains the flow of conversation
• Builds on participants’ ideas
• Structures learning tasks
• Extends learning to new contexts
• Provides feedback
• Adjusts instruction
Evaluate The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding. They integrate evidence from each phase, formally recording students’ progress against learning goals. The teacher provides feedback and assists students to evaluate their progress and achievements. They support students to reflect on their learning processes and the impact of effort on achievement. The teacher guides students to identify future learning goals.
Assesses performance against standards Facilitates student self-assessment
• Makes judgements based on evidence
• Communicates progress
• Supports reflection
• Facilitates identification of future learning
Rigor Relevance Model – Aiming for Quadrant D
Teachers aim to lead and support children, to be able to apply what they have learned to real-world unpredictable situations. Therefore it is common practice for teachers to begin with the end in mind when planning. When teaching teachers articulate to the children right from the outset, what is to be taught, and clearly link it to the real world.
Teachers must plan for activities in all four quadrants. However, the aim is to have children working in quadrant D as much as possible.
The Australian/Victorian Essential Learning Standards
Each of the AusVELS domains is structured by eleven levels associated broadly with the years of schooling, from Foundation (Prep) to Level 10. The levels represent typical progress of students at key points within the stages of learning. It is recognised that students progress at individual rates and may demonstrate achievement at a particular level earlier or later than typical.
The eleven level structure reflects the use of eleven levels as a key feature of the design of the domains drawn from the F – 10 Australian Curriculum (English, Mathematics, Science and History). While this marks a change from the previous six level structure of the VELS, this change should not be interpreted as a move back to a more fixed, less personalised set of teaching and learning principles. In fact, the intent of the change is to strengthen the use of curriculum design as a tool for personalised learning.
VELS Level AusVELS Levels and school grade levels
1 Prep/Foundation
2 1
2
3 3
4
4 5
6
AusVELS is based on the VELS triple-helix structure of three interconnected areas of learning called strands. The three strands are as follows:
Physical, Personal and Social Learning
Students learn about themselves and their place in society. They learn how to stay healthy and active. Students develop skills in building social relationships and working with others. They take responsibility for their learning, and learn about their rights and responsibilities as global citizens.
Discipline-based Learning
Students learn the knowledge, skills and behaviours in the arts, English, humanities, mathematics, science and other languages.
Interdisciplinary Learning
Students explore different ways of thinking, solving problems and communicating. They learn to use a range of technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes.
Domains are distinct bodies of knowledge, skills and behaviours within each strand. The domains and their dimensions are listed below.
Physical, Personal and Social Learning
Discipline-Based Learning Interdisciplinary Learning
Civics and Citizenship
Civic knowledge and understanding
Community engagement
The Arts
Creating and making
Exploring and responding
Communication
Listening, viewing and responding
Presenting
Health and Physical Education
Movement & physical activity
Knowledge & promotion
English
Reading and viewing, Writing
Speaking and listening
Design, Creativity and Technology
Investigating, designing, producing
Analysing and evaluating
Interpersonal Development
Building social relationships
Working in teams
The Humanities
Knowledge and understanding
Humanities skills
Information and Communications Technology
ICT for: visual thinking, creating, communicating
Personal Learning
The individual learner
Managing personal learning
The Humanities – Economics
Knowledge and understanding
Reasoning and interpretation
Thinking Processes
Reasoning, processing and inquiry
creativity, reflection, evaluation & metacognition
The Humanities – Geography
Knowledge, understanding, skills
The Humanities – History
Knowledge, understanding, skills
Languages
Communicating in a L.O.T.E.
Intercultural knowledge & awareness
Mathematics
Number and Algebra
Measurement and Geometry
Statistics and Probability
Science
Understanding, Human Endeavour Inquiry
Skills
Digital Excellence Dr. John’s Digital Excellence Awards is an online motivational, personalised learning approach. Digital Excellence is used to accelerate individual students’ learning in Information and Communication Technology. The children are put at the centre of their own assessment, which works hand in hand with personalised learning. Children aim to become ‘Digital Experts’ and work towards Dr. Johns Digital Excellence Awards in all areas of ICT across all subjects. Children choose to have their awards sewn onto their jackets and wear their badges proudly. The badges provide the children with public recognition, that they are digital experts in a range of area e.g. email, web design, blogging etc. Digital Excellence Online includes clear targets and mini projects for the children to follow. The Prep children work with Digit Bear, a mascot that is much loved. The children take Digit Bear home and report on their adventures together.
General Information Absences from school Parents are required to notify the school of the reason for their child’s absence. A brief note, sent on the day of the child’s return to school, is required. If your child is away from school for more than one or two days you should contact the school and advise when he/she will be returning. Please avoid using school time for dental appointments, haircuts and holidays as much as possible. Your child needs to be at school and is required by law unless there is a compelling reason for non-attendance such as illness. Minimum absence equals maximum learning opportunities Maximum learning opportunity equals students achieving their potential at school. Active after-school sports program Each term the children are invited to participate in an after-school sports program. Sessions run weekly and start at 3:45pm and finish at 4:45pm. Qualified coaches run the activities at the school, though at times the programs are run at local sporting clubs e.g. Parkdale Tennis Club.
Allergies If a child has an allergy the school must be advised. An allergy action plan, which has been developed by the child’s doctor, should be provided. Anaphylaxis If a child has anaphylaxis an action plan developed by the child’s doctor must be provided to the school. The plan must detail the child’s medication including an EpiPen or EpiPen Junior, or an Anapen or Anapen Junior. The school will work with the parents to develop a detailed anaphylaxis management plan. This will include strategies to minimise the child to being exposed to what causes their allergic reaction and information about the storage and use of the medication. Anaphylaxis management requirements also apply to outside school-hours services.
Asthma management Asthmatic students attending the school should always carry with them appropriate medications. If required, an asthma management plan must be provided from your doctor. Our school is accredited as an Asthma Friendly School. Assembly A whole-school assembly is held each Monday morning at 9am in Terms 1 and 4, and each Monday afternoon at 3:15pm in Terms 2 and 3, to make announcements, presentations and to mark other important events. Assessment The teachers follow an assessment schedule consisting of a wide range of formative and summative assessment tasks. Student achievement is entered onto the school’s Student Achievement Data Tracker. On-demand testing, English Online and NAPLAN are additional state and national tools used throughout the year. Teachers meet regularly to analyse student performance data, and use it to plan and to drive future teaching. Before and after-school care (Camp Australia) This program operates on the school premises from 7:15 am – 8:45 am and 3:30 pm – 6:00 pm daily. A qualified supervisor is in charge and organises activities, games and snacks. Camp Australia operates the program and a registration form must be completed before attending. Camp Australia programs are fully insured and their systems designed in line with national standards. Children are provided with healthy nutritious snacks. Full details are available upon request. Bookings should be made through Camp Australia 1300 105 343 or emailed to [email protected].
Bicycles/Scooters All children whose parents allow them to ride bikes/scooters to school must wear an approved safety helmet. Bikes/scooters must not be ridden in the schoolyard. They should be placed in the bike racks provided and riders should have a lock and chain to ensure the security of their bikes/scooters in the bike rack area. Buddy system Parktone Primary has a buddy system for Prep children with older children to ensure a stimulating and welcoming experience from the very beginning of school. The benefits are two-fold, as the older children learn to take on responsibility, while the younger children know that they have a fellow student they can confidently turn to for support.
Camps An outdoor education program operates in the school for years 3, 4, 5 and 6. The program is an important part of the school curriculum and all children are encouraged to take part. Venues reflect the specific learning outcomes of the school. An information session will be held to advise parents as to the activities. Parental assistance is sometimes sought to meet the required student/adult supervision ratio. Canteen Parktone Primary has a daily canteen service run by Stir Crazy Kids. Car park The car park is for staff vehicles or school deliveries. Parents are asked to observe this protocol. Traffic moving through this area during the day could place children in danger. Please be mindful of parking restrictions in local streets. Parking officers patrol the local area regularly. Classroom helpers program Each year the school will offer parents the opportunity to attend a Classroom Helpers program, which focuses on ways to assist students in the classroom. Class representatives The Class Representative Program (an arm of the P.C.G. Parktone Community Group) provides a liaison between the teacher and parents of students in their class. Class representatives may organise coffee mornings or a night out at a restaurant, to give parents the opportunity to socialise and build relationships. An invitation to become a class representative is given early in term 1 each year. Computers / ICT Children in all grades have access to computers and a variety of multimedia programs. Prep children are introduced to computers from the start of their schooling, and quickly become familiar with the computer as an aid to learning in all curriculum areas. The Digital Excellence Awards program is used to recognise and celebrate the children’s development of computer skills and knowledge. Children work towards achieving badges, which can be sewn onto their clothing and proudly worn. The children also use SMARTboards, iPod Touch, Netbooks, Laptops and iPads. Concerns/Seeking Clarification In the event that a parent wishes to raise a concern about a school issue, it is recommended that they seek first to understand, then to be understood by making their child’s teacher the first port-of-call. The Principal or Assistant Principal are always available should the parent and teacher require further support.
Seeking first to understand – then to be understood
Curriculum days In addition to normal holidays and weekends, the Department of Education sets aside four days each year as whole school professional development days: the staff is required to attend and address current educational issues that lead to the improvement of student learning outcomes. In 2014, January 28 and 29, April 24 and December 19 are pupil-free days. Curriculum programs The National Curriculum, the Australian/Victorian Essential Learning Standards is used in Victorian Government School.
Discipline The school’s Student Wellbeing and Engagement Policy supports the development of responsible and positive attitudes in children. We are proud of the fact that we rarely have serious discipline problems. This is a reflection of, among other factors, the close relationship that is developed between the school and the home. Children are taught to be responsible and increasingly self-disciplined. Consequences for misbehaviour should, wherever possible, be related to the offence. For example, misuse of sporting equipment may lead to the child losing their borrowing rights. If a serious problem were to occur, parents would be involved in developing a joint behaviour management plan that could include counselling and assistance from outside agencies. The 1 2 3 Magic strategy and the 7 Habits Reflection Sheet are school-wide positive reinforcement approaches.
Education maintenance allowance (EMA) Concession/Pension Card holders may be eligible to apply for EMA. Further details and application forms are available from the office.
Electives – Working in Your Element One afternoon each week the children participate in an electives program. The program provides opportunities for children to participate in a variety of activities they are passionate about e.g. sports, arts, gardening, sewing etc. Parents with specific skills and passions are encouraged to teach elective programs alongside the teachers. In 2014 Greek, German and Cantonese are scheduled weekly for interested students
English online interview All Victorian government schools assess students in Prep, Year 1 and Year 2 against the expected VELS English Standards (reading, writing, speaking and listening). This takes the form of an interview between the teacher and student, with responses being recorded by the teacher electronically. The results provide comprehensive information about what students have achieved.
Emergency information It is extremely important that the school be notified immediately of any alteration to information that may be needed at short notice in an emergency, in particular, any changes to:
Parent concern
Respond 1:1 with teacher
promptly & positively
to resolve the issue
Year Level Area Leader
meets with all concerned
to resolve the issue
Assistant Principal meets
with all concerned
to resolve the issue
Principal meets with all
concerned
to resolve the issue
� home address � living situation e.g. custody or access orders � telephone numbers � on-going medical problems � medical information � emergency contacts
Emergency management The school has an emergency management plan, which is reviewed annually and practised (as in drills). Excursions/Camps Excursions are organised by teachers for the benefit of the children as part of the whole school curriculum program. The parents throughout the year meet the costs of excursions. Excursions are organised to places of interest or to attend performances of appropriate live shows etc. In addition, performance groups or other special events are sometimes arranged at school. Throughout the year costs for additional school activities, excursions, camps, and swimming lessons will be required. Extreme weather In the event of extreme weather (rain or heat) children will be supervised inside their classrooms for their comfort and safety during recess and lunch times. Students are encouraged to have their own named water bottle at school at all times. Fees Each year School Council asks parents to pay a fee to cover the costs of essential curriculum materials provided to the children. While the amount requested is kept as low as possible. A voluntary contribution is also sought and money raised is a vital part of the school’s operating budget. Support from parents is greatly appreciated. An explanation of school charges is sent home with booklists in at the end of each year. Fundraising The school community works hard to raise additional funds for the purchase of equipment and materials needed by a progressive school for the best possible education of its pupils. The co-operation and support of all parents is sought for all fundraising activities.
Grounds and maintenance The attractive grounds and playing areas are a special feature of Parktone Primary School and we strive to maintain and improve them each year. A contractor is employed to mow the grounds. Essential and urgent work is arranged by hiring trade people as part of the Maintenance and Minor Works Program. All other maintenance and development work is carried out at working bees, arranged on a regular basis by the School Council. Habit Cards The Habit Card strategy is a positive and personal recognition initiative. Children are rewarded for demonstrating one or more of the 7 Habits. For every ten power-cards an achievement certificate is awarded at the whole-school assembly. Head Lice The school has a policy about managing head lice. They are not a threat to health and they do not spread other infections. Head lice can be managed with cooperation between you and the school. Detecting them early is the best way to avoid an outbreak because there is no guaranteed method of prevention. It is recommended that parents regularly check their children’s hair.
Homework It is expected that all children will spend time each night reading to or with their parents. In addition to this, literacy, maths and 7 Habits homework are set in line with the school
Homework Policy. Homework is designed to foster good work habits for future education. Set homework should be done at home with the support and encouragement of parents and returned by the due date. Hours of School Operation School begins at 9:00am and ends at 3:30pm.
8:30 8:45 9:00 11:00 11:30 1:15 1:30 2:30 3:30 4:30
Office Opens
Staff on Yard Duty
Literacy
Snack Recess
Numeracy
Eating Lunch
Lunch Recess
Integrated Electives
Staff on Yard Duty
Office Closes
The whole school is dismissed at 2:30 pm on the last day of each term after a short assembly. The last day of each term is usually designated as a free dress day with children donating a gold coin to participate. Sun Smart dress rules must be adhered to.
Preps starting school: To allow Prep students to adjust to the new routine of school, their hours of attendance are staggered during February with the children not attending on a Wednesday. On this day students will be timetabled to complete the School Entry Assessment with the Prep teacher. Parents of Prep children are advised of these times during the first few days of Term 1. On the first two days of school Preps will be dismissed at 1pm.
Infectious diseases The following list is provided as a guide to parents of when and for how long children should be kept away from school with some of the more common childhood diseases. When in doubt, contact the school or your doctor.
Disease Exclusion from School Chicken pox Until fully recovered or at least 1 week after the first eruption appears.
Conjunctivitis Until discharge from the eyes has stopped.
Diphtheria Until receipt of a medical certificate of recovery from infection.
Giardiasis Until diarrhoea has stopped.
Hepatitis B Exclusion is not necessary. Impetigo (School sores)
Until sores have fully healed. The child may be allowed to return to school provided sores on exposed surfaces are properly covered with moisture-proof dressings.
Measles For at least 4 days from the appearance of rash. Mumps Exclude for 9 days or until swelling goes down (which ever sooner).
Head lice Until appropriate treatment has commenced Pertussis Whooping cough
Exclude the child for five days after starting antibiotic treatment.
Poliomyelitis Until at least 14 days after onset of illness and until receipt of recovery certificate. Ringworm Until the day after appropriate treatment has begun.
Rubella Until fully recovered or at least 4 days after onset of rash.
Scabies Until appropriate treatment has begun.
Infection including Streptococcal & Scarlet Fever
Until the child has received antibiotic treatment for at least 24hours and feels well.
Trachoma Until the day after appropriate treatment has begun.
Tuberculosis Until receipt of a medical certificate from treating physician stating that the child is not considered to be infectious.
Kids Hope mentoring program Senior mentors work one-on-one with children to support them with reading development and building self-confidence. The mentor may work with the same child for a semester or for several years.
Late arrivals/Early Dismissals Children arriving late to school, e.g. after 9:05am, or leaving early e.g. before 3:30pm must be signed in or out at the office. A late pass or early leavers pass needs to be handed to the classroom teacher.
Leader in Me The 7 Habits of Highly Effective People (Stephen R. Covey) are embedded in every aspect of teaching and learning. The teachers and pupils model the habits and learn how to improve themselves and to work in teams, through increasing self-awareness. Leadership Days Visitors are invited to observe how Parktone Primary is achieving its mission, through the implementation of the Leader in Me process. Leadership Days are organised and conducted by the students each term.
Leaving school early (permission to leave) For reasons of safety, children are not permitted to leave the school grounds during school hours unless prior and appropriate arrangements have been made with the principal or classroom teacher. If parents require children to be dismissed earlier than normal an adult must collect them after calling by the office and completing the Early Dismissal register. Readers’ Retreat Children have regular library sessions in the Readers’ Retreat with their classroom teacher and have an opportunity to borrow books to take home. Library bags must be clearly named and are required for the protection of borrowed books. Life Education As part of our Health Program the Life Education Van visits the school once per year to deliver the latest in drug education and related issues. A parent information session is offered during the visit of the Life Education Van. Lights Camera Action program In semester one all children participate in the production of a short film. The program concludes with the Parktone Film Festival. The children invite their family and friends and they get to see themselves on the big screen. Lost property All children’s clothing should be labelled. Lost items are displayed to the children. A container for lost property is kept in the sick bay. Parents should check this whenever their child’s belongings are missing. Any items, which have remained unclaimed for several months, may be sold as second hand uniforms. . Lunchtime clubs Lunchtime Clubs are organised throughout the year, e.g. basketball, soccer, ICT, drawing, choir, chess, Glee Club etc. The activities will vary based on the teachers’ expertise and availability. Medication With the exception of certain asthma medications, students are not permitted to keep medicines of any sort in their possession whilst at school. If your child requires medications during school time it should be clearly labelled with the child’s name and dosage, and given to the office for safekeeping. Parents must discuss the medication with the teacher and arrange for the office to administer it, or come up to school to administer it themselves. Full instructions and dosage details must be provided as per the school's Medication Policy. Money forwarded to school for school activities When money is to be forwarded to school for camps, excursions or school activities please fill details in clearly on the payment envelope and place correct cash / cheque inside the envelope. Money should be given to the class teacher or taken directly to the office. Payments can be made by Eftpos, BPay, credit card, cheque and cash. Over-the-phone transactions can be organised by completing an authorisation sheet from the office.
Music tuition Private and small group piano, drums, vocal and guitar lessons are offered during school hours, for children in Grade 1 through to 6. Qualified musicians teach and fees are payable directly to them. More information is available at the school office. Music is also offered to all students through the Working in Your Element Program. National assessment program – literacy and numeracy NAPLAN takes place in all government and non-government schools each year. All students in Years 3 and 5 are tested on reading, writing, spelling, grammar, punctuation and numeracy. The results provide information about how the children are progressing through their schooling.
Newsletter The school newsletter is published on the school’s website each Wednesday fortnight. Hard copies are available at the office. Parents are asked to provide an email contact. Each fortnight a notification email is generated, to inform parents that the newsletter is online. Parent involvement Parent involvement is encouraged throughout the school in many ways e.g. as class representatives, classroom helpers, a PCG member, being a member of various sub-committees and School Council, attending excursions and assisting with working bees. Parent involvement is seen as a vital part of our school’s culture. Parent-teacher chats Teachers are usually busy before classes begin, as they prepare for the day. It is usual practice for parents and teachers to engage brief and informal chats after school. For more formal discussions parents are encouraged to make an appointment with teacher at a mutually convenient time. Parent-teacher-student conferences As part of the reporting process, information sessions and formal conferences are conducted during terms 1 and 3. Parents are also encouraged to discuss their child’s progress with teachers throughout the year, by making an appointment at a mutually suitable time. Parktone Community Group (Parents and Friends) The PCG provides an informal forum to discuss matters of interest. There are regular meetings and information sessions on specific topics held throughout each term, as well as social gatherings. The group also organises and assists with fundraising activities. An invitation to join the PCG is sent home in Term 1. Photos School photographs will be taken during the course of the year. Whole-school, class, family and individual photos can be taken. You will receive information regarding school photos well before the date. Specialised group photos of School Captains and leaders will also be made available. PMP – Perceptual Motor Program The PMP program operates in Prep. This activity is closely linked to literacy and numeracy development. Parental assistance is required to successfully run the program. Policies The school policies are reviewed and developed in an ongoing manner and uploaded on the school’s website.
Religious education Religious Education is taught all year levels. The course is approved by the Council for Christian Education in Schools and the instructors are approved by that body. Teachers do
not take the classes but stay in the rooms to supervise the children during the lessons. Parents have the choice to include their children. Reporting Students receive a written report at the end of each semester.
Restorative justice approach When an incident has been reported involving a child behaving inappropriately to another, the restorative approach is followed. This involves:
- The ‘victim’ articulating how he or she feels, as a result of the incident - The ‘perpetrator’ being made aware of the damage caused - An around the table discussion - An agreed strategy to repair the damage - Consequences in line with the Student Wellbeing and Engagement Policy - Counselling for all involved should further support be required
Rubbish free school Parktone Primary is a ‘Rubbish Free School’. Lunch and snacks are to be packed in plastic containers when possible. No wrappings are permitted in the yard. In the event that a snack or meal is wrapped, the wrapping must be deposited into the classroom rubbish bin before the child exits the building. At 11:00am the children have a 30-minute recess. It is best to pack a piece of fruit or a snack that can be unwrapped and binned inside, and eaten outside e.g. muesli bars. Packets of chips are not recommended as a recess snack as the chips cannot be easily removed from their packaging, to be taken into the yard. At lunchtime the children eat inside for 15 minutes 1:15 – 1:30pm before going outside to play. School Annual Report Each year Parktone Primary writes a concise annual summary of the school’s achievements and progress towards improving student learning, engagement and wellbeing. The report is placed on the school’s website and hard copies are available at the school office.
School Strategic Plan This document is a four-year roadmap of the school’s direction, priorities and goals. An Annual Implementation Plan is also written detailing strategies for achieving the Strategic Plan’s goals. School Crossing The school is serviced by a supervised school crossing at the front of the school in McSwain Street. The crossing supervisor is on duty from 8.30 am until 9.15 am each school morning and in the afternoon from 3.15 pm until 4.00 pm.
School Council The School Council is the governing body of the school and has eight elected parents and three staff members. The Council meets at least eight times per year. The duties and responsibilities of School Council include:
• Determining the general Educational Policy of the school within departmental guidelines
• Ensuring the correct control of school monies
• Stimulating interest in the school, among parents and the wider community Student Representative Council – Beacon Team Student leaders come together on a monthly basis as a Student Representative Council. This forum provides opportunity for student discussion regarding school governance, and the planning of various school activities.
School Houses As children enrol at Parktone they are allocated to one of the four school Houses – McSwain (Red), Scott (Green), Parker (Gold) and Marriot (Blue). The children stay with that House throughout their school life. House sports carnivals are held annually. Sick Bay The school has qualified Level 2 First Aid staff. A register of treatment for incidents is maintained. Parents are contacted immediately if an incident is of a serious nature. It is standard procedure to contact parents if any type of head injury has occurred. As per the Accidents and Incidents Policy of the school, parents are notified via a standard information slip if their child is treated for first aid in the sick bay. If a child receives a head injury/bump, parents are required to collect their child from school. Specialised Programs In addition to generalist teachers, specialised teachers are utilised to work in areas such as Science, Reading Recovery, PMP, Physical Education, Computers, Performing and Visual Arts. Guidance Officers from the Department are available to assist the school in supporting children requiring speech therapy, psychological and educational support and assessment. Sport The sports program at Parktone takes many forms:
• All children take part in physical education and swimming programs
• Years 4-6 compete against local schools in seasonal programs of competition
• Senior children also compete against other schools in athletic sports and cross-country, with the opportunity to go to Zone, Region and State levels
• Clinics are organised to introduce children to a wide variety of individual and team sports. Student Leaders Each year senior students take on various leadership roles. They take on a large public profile and support peers and staff across the school.
Student's Private Property Private property brought to school by students is not insured nor is the Department of Education responsible for any loss. Mishaps with students’ belongings, whether accidental or otherwise are difficult to prevent. Therefore students are requested not to bring valuables to school. Sun Smart Parktone is an accredited Sun Smart school. It is school policy that children must wear a school-hat while outside during Terms 1 and 4. Baseball caps are not allowed. Teachers cannot administer sunscreen. If required, parents are encouraged to apply sunscreen to their children, at home, just before school. Sunscreen is available in the classroom so children can reapply throughout the day. Swimming All children should participate in an intensive swimming program. Swimming is an official part of the school’s Physical Education Program and all children are expected to participate. Trained instructors take the swimming lessons. Parents are welcome to observe the lessons. Uniforms The wearing of uniforms is compulsory as per the School's Uniform Dress Code. Wearing a uniform creates significant pride in the school and enhances the tone of the school. When children wear uniforms on excursions they are readily identified, creating a safety factor in a crowd, particularly at events where a number of school are represented. These items are available from Primary School Wear. Appropriate footwear should be worn (e.g. enclosed toes, no sandals). Proper footwear reduces the risk of injury when children are at play or sport.
Visitors Visitors to the school, during school hours, must report to and sign in at the office and wear an approved lanyard. Website School information is available on the Parktone Primary School Website, including educational links for children. www.parktoneps.vic.edu.au/ Working with Children Check Volunteers working with children .e.g. outside their own children’s classrooms are required to have a Working with Children Check. Applications are available at post offices and processing is free. Each year parents will be reminded of this requirement before participating in programs involving working with children.
Working Bees To assist in grounds development and maintenance, regular working bees are organised each term. Working bees are usually held on Sunday mornings, once a term, and are announced well in advance in the newsletter. Parents are encouraged to attend at least one working bee during the year. Lunch is provided. Yard Supervision Pupil safety is of utmost importance. The children are regularly reminded of the areas of the school grounds where they should play. Staff members supervise the school grounds on a rostered basis. Yard supervision operates from 8:45 am to 9:00 am, at recess, lunchtime and after school from 3:30 pm until 3:45 pm. Parents are asked to make sure that children do not arrive before 8:45 am as teachers are not available to supervise before that time. Children are not permitted in the school building before school. On wet mornings, children will be invited into the buildings when instructed over the PA system. Children not collected by 3:45pm will be placed in after-school care at the parents’ expense.
Honouring the greatness in the child All children can be leaders because every child has a gift or talent.
It is our mission to discover it in children and to show them.
