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Information Booklet

2011

Principal – George Danson

Robert Street, Parkdale 3195

Telephone: 9580 1207

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Contents School Term Dates ………………………………………………………….3 Timetable …………………………………………………………………….3 Grade Structure and Programs ……………………………………………4 Message from the Principal ………………………………………………..5 Vision …………………………………………………………………………6 Mission Statement …………………………………………………………..6 Core Values ………………………………………………………………….6 Motto ………………………………………………………………………….6 Code of Conduct …………………………………………………………….6 Preparing for Prep …………………………………………………………..8 The Framework for Teaching and Learning at Parktone Primary

- Gardner‟s Multiple Intelligences Overview ……………………...16

- Bloom and Gardner Framework ………………………………….17

- Differentiated Instruction …………………………………………..18

- Rigor and Relevance Model – Aiming for Quadrant D …………19

- Principals of Learning and Teaching (PoLT) ……………………20

- E5 ……………………………………………………………………21

- The Victorian Essential Learning Standards (VELS) …………..22

- The 7 Habits of Highly Effective People ………………………...24

- Digital Excellence Awards ………………………………………..25 A-Z List of General Information …………………………………………..26

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School Term Dates 2011 Term 1 Feb 4 – Apr 8 Term 2 Apr 27 – Jul 1 Term 3 Jul 18 – Sep 23 Term 4 Oct 10 – Dec 22

Parktone Primary‟s Daily Timetable

Specialists‟ classes will be scheduled between 9:00am – 1:00pm in some cases.

School begins at 9:00am and ends at 3:30pm

8:30

Office Opens

8:45

Teachers on Yard Duty

9:00

Literacy

11:00

Snack Recess

11:30

Numeracy

1:00

Eating Lunch Inside

1:15

Lunch Recess

2:00

Integrated Studies / Electives

3:30

Teacher on Yard Duty

4:30

Office Closes

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Grade Structure and Programs Grade Teacher

Prep Laura Wapling

Prep Anne Ziogos

1 Courtney Voss

1/2 Heidi Bampfield and Sally Northcott

2 Katie Casa

3 Jacquie O‟Donoghue

4 Ashlie Kiantos

5/6 Troy Briggs

Cheryl Thomas (Specialist teacher) Specialist & Additional Programs

- Physical Education

- Visual Arts

- Italian

- Digital Excellence

- The Leader in Me

- Kids Hope Mentoring

- Lights Camera Action

- Reading Recovery

- Reading Assistance Program (RAP)

- Friends for Life

- Gifted and Talented Program (GATEways)

- Guitar & Keyboard

- Whole-school Electives

- Lunchtime Clubs

- After-school Sports Business Managers Nadine Robinson and Lisa Southward

Integration Aides Bev Watson and Vicky Kozaris

Grounds Will Radas

Principal George Danson

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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 16 staff members and 161 children. Literacy and Numeracy are priority school programs. Specialist programs in Visual and Performing Arts, Physical Education and Italian provide students with outstanding opportunities to discover and develop their interests and skills. Parktone Primary School fosters a strong community spirit. Students are represented through the Student Representative Council and fulfil roles of responsibility as school and house captains, and as valuable members of the SRC. Parents are actively involved in a wide range of school programs at all levels including Fundraising, School Council, and the Parents & Friends team. One of the school‟s community links is with St Aidan‟s Church whose members facilitate the Kids Hope Mentoring Program. 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.

At Parktone Primary School we have transformed traditional classrooms into 21st 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.

Recently the school community celebrated the official opening of the Prep Learning Centre and the Senior School Learning Centre. Once an old and minimally used library, the Senior School Learning Centre has become a state-of-the-art facility. Teachers and children have continuous access to Information and Communication Technology and access a world of knowledge through banks of computers, iPod Touch, netbooks, iPads and SMARTboards. Reading instruction areas, group work stations, private study tables, colourful bean bags, book shelves, magazine stands and games tables in the common room have made the space a rich learning environment.

Just like the Senior School children the Preps have highly stimulating spaces, which cater for a wide range of learning styles. A world of knowledge is at children‟s fingertips through a bank of ten computers, iPod Touch and SMARTboards, which the Preps call the window to the world. There is an art and craft area, sinks, reading nooks, a maths corner, water and sand play areas, an office and internal toilet. Vibrant paint colours create a positive and playful atmosphere. The learning environment now matches the outstanding quality of our teachers.

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The children are taking great pride in their learning centres. They are developing a more sophisticated approach to their learning as teachers lead them through negotiated curriculum tasks and provide inquiry-based learning frameworks.

Parktone Primary School is the home of G.A.T.E.WAYS (Gifted and Talented Education). The After-school Community Sports program continues to excite the children two afternoons each week. The Kids Hope Mentoring and Friends for Life Programs are proving to be a great success. Guitar and keyboard tuition, Choir and the Movie Making programs continue to develop artistic skills and promote student‟s confidence.

The whole-school 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. A number of principals visited our school recently and have since spread 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

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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.

Core Values

Be proactive

Begin with the end in mind

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.

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Preparing for Prep Starting school is an important milestone for parents and children and the beginning of a new journey together. There is a lot you can do to prepare your child – and yourself – for school. The first day of school can be an emotional time for parents and children. The more you can help your child to become familiar with the layout of the school and what they need to do before day one, the less overwhelming they are likely to feel. The summer holidays before the start of the school year are a great time to:

Show your child where the school is and talk about how you will get there

Arrange playtimes with other families whose children will be coming to Parktone Primary

Practise the things your child will need to do to get ready for school (putting things in their bag and remembering to take a hat)

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

Be positive about starting school and enjoy your child‟s excitement The night before school starts

Lay out your child‟s clothes, shoes and socks

Check your child‟s timetable to make sure they have the necessary equipment for the day‟s activities

Establish a sleep routine. You may find your child needs more sleep when they start school. Try and start a nightly routine with a set bedtime to ensure your child is well rested.

The first day of school

Help your child to pack their school bag with a snack, drink and lunch and a hat. Place a change of clothes with a spare pair of underpants in a plastic bag in case of any accidents

Put sunscreen on your child in the morning if needed

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

At the end of the day talk about what happened at school Dressing for school

Look for easy fasteners when choosing belts, shoes, bags and clothing

Encourage your child to dress themselves so they will be able to manage things like their jumpers and shoes at school

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Looking after belongings

Label all your child‟s belongings and show your child where these labels have been placed

Check when any special items, such as a library bag or art smock, are needed at school

Note where lost property is held at the school Food for energy

Ensure your child has a balanced breakfast before starting the school day

Pack a healthy lunch and snacks and explain when they should be eaten. It‟s a good idea to have different containers for each of the snacks

Make sure your child can unwrap any food wrappings Avoid the last-minute rush

Try to leave home with plenty of time to get settled before the school day starts

Make sure you allow time to say goodbye and for your child to join others at play

Saying goodbye

At first you may stay a while to ensure that your child feels secure at school

Once your child has settled into school, a short and reassuring goodbye encourages independence

Always tell your child you are leaving and what the arrangements are for picking them up at the end of the day

Be guided by your child‟s teachers as to the time to say goodbye Going home

School ends at 3:30pm

Prep children do not attend school on Wednesdays during February

It is a good idea to arrange a meeting place for your child, as it can be confusing with so many parents collecting their children

Notes between home and school

Check your child‟s school bag with your child each night for notes from school

Make sure your child knows when you place a note in their bag and what needs to be done with it

Parents of separated families are encouraged to agree on methods of communication between home and school so the child is not adversely affected

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Home reading and homework program

Establish a quiet time for reading together. For instance, this could be part of the bedtime routine. Early in Term 1 your child‟s teacher will discuss the home reading and homework programs with you

Read with your child in English and/or in your home language

Let reading together be a pleasurable activity. Your child‟s teacher can help you find books that are interesting to your child and match their stage of development.

During the Prep year

Keep in regular contact with your child‟s teacher. In this way you can find out how your child is adjusting to school and assist the teacher to find out more about what are your child‟s interests

If your child is having difficulty at school, talk to your child‟s teacher. Also talk to your child about 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

Organise a time for your child and their new friends to play together outside school

You know your child best. If you see signs of anxiety in your child about starting school it is important to talk to them about how they are feeling, to listen and to acknowledge their concerns. This will help build their self-confidence and lessen any stress they may be experiencing. Attendance

In Victoria, education is compulsory for children aged between six and up to their 17 th birthday. Once enrolled in primary school, your child is expected to attend school every day of each term. It is important that children develop regular attendance habits at an early age. Children who are regularly absent risk missing out on learning the basic building blocks in subjects, and this can lead to long-term learning difficulties. You can:

Encourage school attendance

Notify the school if your child is absent – a note on your child‟s return is best

Your child should avoid physical activity if absent from school because they are sick. Ask them to stay in bed or on the couch and keep activities low key

Make medical/dental appointments outside of school hours where possible Primary school nursing program This program is a service offered by the Department of Education to all children attending primary schools. Parents will be given the School Entrant Health Questionnaire to complete during the Prep year. With parental consent this information will assist the nurse to undertake a health assessment of the Prep child and provide parents with follow-up information and advice is needed.

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Pupil-free days

Schools have four pupil free days per year for staff professional development, school planning and administration, curriculum development and planning, and student assessment and reporting. In 2011, February 1, 2 and 3 are pupil-free days. The fourth day will be determined later in the year. The Preps, along with all the children at Parktone Primary School will commence the 2011 school year on Friday Feb 4. Uniform

All children attending Parktone Primary are required to wear the school‟s uniform. Primary School Wear (PSW) is the school‟s supplier and is located at 15 Mills Street Cheltenham. The phone number is 9583 3287. The school also has a store of used uniform items available at $1 a piece. The Prep classroom

The Prep classroom is an exciting and stimulating place where your child will be challenged and supported. The teachers aim to create a safe and happy environment in which children are valued, praised and encouraged to „have a go‟. The Prep Learning Centre is designed to welcome your child, spark their imagination and arouse their thinking. The curriculum The Prep curriculum emphasises literacy and numeracy skills, and includes a two-hour daily literacy block and a one-and-a-half-hour numeracy block. Literacy is not just about reading and writing. It is also the ability to understand and interpret information presented in different ways and in different formats. Numeracy is not just about the ability to do maths in the classroom. It is also about being able to reason with numbers and measures in everyday life. Students also develop physical, creative, information and communications technology skills, as they are encouraged to explore their world and build confidence and resilience. Your child will sometimes work with the whole class, at other times be grouped for sessions with children who have similar learning styles and knowledge. As your child develops, they will learn to work independently and collaboratively in small groups. Victorian Essential Learning Standards The VELS outline what is essential for all Victorian students to learn during their time at school from Prep to Year 10. They provide a set of common statewide standards that schools use to plan student-learning programs, assess student progress and report to parents. At levels 1 (Prep year) and 2 (Grade 1 and 2), children develop fundamental knowledge, skills and behaviours in:

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English (reading, writing, speaking and listening)

Mathematics (number, measurement, chance and data, space and working mathematically)

The Arts (creating and making)

Interpersonal Development (with an emphasis on social skills)

Health and Physical Education (movement and physical activity) Prep entry assessment

When a child starts school they are assessed so that the teacher can design a learning and teaching program that best suits their individual needs. During February individual assessment is conducted with each child on Wednesdays. Parents can also utilise this assessment time (of usually one hour) to raise any questions they may have, or to provide the teacher with additional information that could help the teacher to support the child. Information and Communication Technology

Children are engaged by new technology and many are confident users of it. Knowing how to use technology helps children with fundamental skills of reading, writing and mathematics, and also forms part of the skill set children need for life in the 21st-century. The Internet has opened up new spheres of learning and connects students to people, information and places around the world. Parktone Primary School is leading the way in digital learning. We have created a technology-rich environment by providing the students with computers, iPod Touch, netbooks, iPads and SMARTboards. Starting in Prep Parktone Primary integrates ICT into the curriculum in ways that not only increase children‟s digital literacy, but also enhance their ability to create, investigate, collaborate and share knowledge. The Digital Excellence Awards Program is the framework used to support the integration of ICT across all curriculum areas. Helping your child with reading

Every time you read your child a story, refer to a street sign, talk about what you are reading, read in front of your child, answer the question “What does that say?” you are helping your child to become a reader. Learning to read happens over a period of time, and both the length of time and the way it happens will be different for every child. Encouragement is the key to making sure that your child develops confidence as a reader and enjoys reading now and in the future. Quite a lot is now known about what happens when we read. Reading is more than recognising or sounding out words. It is seeing print and attaching meaning to it; it is sharing ideas and information through print.

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Take this sentence: “The dog jumped over the fence.” To read this sentence with understanding we need to know: What a “dog” is; What a “fence” is; What “jump” means; What “over” means; The way a sentence is put together; and something about print. This information comes from our past experiences of the world and of language. Such experiences are the foundation for reading. Here are some ways you can help your child have the experiences needed to become a successful reader:

Encourage your child to talk with you about everyday things - things you can see when out shopping or in the car, television programs, things children draw or build. In this way you extend the words they understand and the ways they can share ideas through language.

Read stories to your child every day. The stories may be in English or in any other language your child understands. Make it an enjoyable time - perhaps at bedtime. Through stories, you share your pleasure in books and help your child get to know the language used in them.

As you read, hold the book so the child can see it too. You might run your finger smoothly along under the lines as you read, so that the child becomes aware of some of the features of print, such as where to start reading. Encourage your child to join in with the parts that they know by heart, thus building confidence in their ability as readers.

Not all print is in books. The breakfast table usually has plenty of print on it - on the cereal packet, the margarine container, and the bread wrapper. So do road signs, service stations, and shops. Whenever your child comments on this print, respond enthusiastically - for example, “Yes, the same word is on the label too. Can you find it?”

Writing notes is another valuable way of encouraging your child to read, e.g. “Have you cleaned your teeth this morning?” (Attached to the bathroom mirror), “Whose turn is it to feed the cat today?” Activities like preparing the shopping list together, checking lists of things to take on a picnic or outing give children a purpose for reading.

When your child draws or when you have been talking together, write down one of their sentences and stick it up on the wall or on the refrigerator. Encourage your child to write too. Their writing may at first look like scribble to them. They are learning how to communicate through print.

When your child brings home sentences from school ask them to tell you about the sentences. It doesn‟t matter if the words aren‟t exactly right. Sometimes they won‟t remember what the sentence says, so ask them to tell you about the picture. Then you can respond, “That‟s what it says, doesn‟t it? I am riding my bike.”

When your child brings home their first books, share their excitement with them. At first, they will „read‟ by remembering the sentence patterns or looking at the pictures. This is a natural stage in learning to read. As they get to understand more about

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reading, they will use the print message more. The most important thing is that you encourage them to make sense of what they read. If what they say doesn‟t make sense, repeat it and ask, “Is that the way we say it?” Or “Does it make sense?” If your child gets stuck on a word, don‟t ask them to sound it out. Ask them a question that will give them a clue to the difficult words, such as “Where are they going?” or “What do you think they are doing?” Encouragement is the key to success

Make reading time a pleasure, not a chore.

Let your child feel that they are doing well.

Encourage their attempts to make sense of what they read, instead of drawing attention to their mistakes.

Give your child clues to help them work out unknown words instead of making them sound out words.

Additional thoughts

Foster confidence by giving your child simple duties around the home.

Admire the work your child does.

Select suitable stories, radio and television programs.

Be very patient and understanding if your child comes home tired and irritable.

Leave your child at his/her classroom door or at the school gate. Do not hang up coats or bags for your child. Encourage independence.

Train your child to say their full name, address and telephone number. They should be able to repeat them clearly when asked.

Show your child the safe way to school - walk with them or make sure they have an older child or another parent as escort. Ensure they know where they are to meet the person at the end of the school day.

Do not permit your child to play on the way home.

Remind your child not to accept rides from or talk to strangers.

Avoid allowing your child to bring breakable or valuable toys to school. A favourite toy lost or broken can mean heartbreak. No war game toys please.

Tell your child the danger of throwing sticks and stones. The school takes a very serious view of this.

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Label any clothes that may be taken off, together with things like lunch boxes and school bags.

Sooner or later, some Preps develop a confidence that prompts them to go home with a friend. If your child brings home a playmate, please don‟t accept their assurance that their parents said it‟s all right. Phone to confirm this as their parents could be frantically searching for him or her.

Ensure that your child has adequate rest. A tired child cannot learn effectively. Many Prep children go to bed at 7:30 pm.

A handkerchief or tissues should be provided each day.

School Crossing – Please ensure that your child knows how and when to

use the school crossing. It is most important that if you drop them off by car that they still walk along to the school crossing to cross the road.

We look forward to working together to provide a positive learning experience for your child and welcome your family to our learning community.

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Gardner‟s Multiple Intelligences Overview

The children‟s preferred learning styles are identified 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, communicatio

ns, 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

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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

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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

- Quadrant D Moments

- Graphic organisers

- Gardner‟s Multiple Intelligences and students‟ preferred learning styles

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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.

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Principles of Learning and Teaching (PoLT) The teachers continually refer to the PoLT framework when planning, teaching and assessing.

Students learn best when:

The learning environment is supportive and productive.

In learning environments that reflect this principle the teacher:

builds positive relationships through knowing and valuing each student

promotes a culture of value and respect for individuals and their communities

uses strategies that promote students' self-confidence and willingness to take risks with their learning

ensures each student experiences success through structured support, the valuing of effort, and

recognition of their work.

The learning environment promotes independence, interdependence and self-motivation. In learning environments that reflect this principle the teacher:

encourages and supports students to take responsibility for their learning

uses strategies that build skills of productive collaboration.

Students' needs, backgrounds, perspectives and interests are reflected in the learning program. In learning environments that reflect this principle the teacher:

uses strategies that are flexible and responsive to the values, needs and interests of individual students

uses a range of strategies that support the different ways of thinking and learning

builds on students' prior experiences, knowledge and skills

capitalises on students' experience of a technology rich world.

Students are challenged and supported to develop deep levels of thinking and application. In learning

environments that reflect this principle the teacher:

plans sequences to promote sustained learning that builds over time and emphasises connections

between ideas

promotes substantive discussion of ideas

emphasises the quality of learning with high expectations of achievement

uses strategies that challenge and support students to question and reflect

uses strategies to develop investigating and problem solving skills

uses strategies to foster imagination and creativity.

Assessment practices are an integral part of teaching and learning. In learning environments that reflect this

principle the teacher:

designs assessment practices that reflect the full range of learning program objectives

ensures that students receive frequent constructive feedback that supports further learning

makes assessment criteria explicit

uses assessment practices that encourage reflection and self assessment

uses evidence from assessment to inform planning and teaching.

Learning connects strongly with communities and practice beyond the classroom. In learning environments that

reflect this principle the teacher:

supports students to engage with contemporary knowledge and practice

plans for students to interact with local and broader communities and community practices

uses technologies in ways that reflect professional and community practices.

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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

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The Victorian Essential Learning Standards

The Victorian Essential Learning Standards are organised into three inter-related

areas called „strands‟. The content and skills covered in each of the strands are

important to the development of well-rounded and confident young people. Learning

that occurs within each strand includes:

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.

School programs

Teaching activities may draw on elements from each of the three strands so that

learning becomes more meaningful for students. This integrated focus on knowledge,

skills and behaviours in the process of physical, personal and social growth, in the

disciplines and across the curriculum helps to develop deep understanding, which

students can transfer to new and different circumstances.

Schools are not required to offer exactly the same programs as each other and not

all learning areas will appear as separate subjects on the school‟s timetable. The

VELS provide a guide for schools to design tailor-made programs that consider their

students‟ backgrounds and needs.

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Victorian Essential Learning Standards Overview

The shading indicates the levels inclusive of subject areas.

VELS Level

1

2

3

4

Grade Level

Prep

1 & 2

3 & 4

5 & 6

Physical, Personal and Social Learning

Health & Physical Education

Interpersonal Development

Personal Learning

Civics and Citizenship

Discipline-based Learning

The Arts

English

The Humanities

- Economics

- Geography

- History

Languages Other Than English

Mathematics

Science

Interdisciplinary Learning

Communication

Design, Creativity and Technology

Information and Communications Technology

Thinking Processes

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The 7 Habits of Highly Effective People

With the support of the Franklin Covey 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 going to

be embedded across all subject areas, and will be 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.

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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.

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A-Z List of General Information

A 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. Sometimes it might be appropriate for your child‟s teacher to provide work to be completed at home. Please avoid using school time for dental appointments, haircuts, shopping trips 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 communities sports program

Each week the children are invited to participate in an after-school sports program. Sessions 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.

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Assemblies

A whole school assembly is held each Friday afternoon at 3:15pm to make announcements, presentations or to mark other important events. Parents are welcome to arrive early for the assembly. Children assemble in their grades, and leave from the assembly for home at 3:30pm. At the end of recess and lunchtime, each class assembles at the entrance closest to their classroom. Bells are used to call children to assemblies. Just prior to the bell ringing, music will be played to indicate to the students that it is time to go to the toilet, wash hands, have a drink and line up. 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.

B 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 8851 4160 or emailed to ohsc@campaustralia.com.au. The school office may take last minute bookings on 9580 1207 if there are vacancies. Bicycles

All children whose parents allow them to ride bikes to school must wear an approved safety helmet. Bike riders should enter via the pedestrian gate near the McSwain Street crossing. Bikes 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 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.

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C

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 During term 3 warm Milo is sold at recess. In terms 1and 4 icy-poles are sold at lunchtime. Each term parents organise a special lunch day e.g. Subway. 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.

Choir

Children have an opportunity to participate in the school choir. The choir practices weekly and performs at assemblies and special functions. The choir is for students in years 2 to 6. 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 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.

Complaints

In the event that a parent wishes to raise a concern about a school issue, it is recommended that the teacher be the first port-of-call. The principal is always available should the parent and teacher require further support (see the Conflict Resolution Policy).

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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. 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 where staff are required to attend and address current educational issues that lead to the improvement of student learning outcomes. In 2011 three of these days are scheduled before the children begin school. A fourth day is scheduled for mid-year. Curriculum programs

A broad and comprehensive curriculum program that aims to challenge and inspire children to learn is provided through the Victorian Essential Learning Standards. Within the discipline-based Learning strand the learning domains are: the Arts, the Humanities, English, Languages Other Than English (LOTE), Mathematics and Science. Within the Physical, Personal and Social Learning strand there are the learning domains of Health and Physical Education, Interpersonal Development, Personal Learning and Civics and Citizenship. Within the Interdisciplinary Learning Strand the learning domains are: Communication, Design, Creativity and Technology, Information and Communications Technology (ICT) and Thinking. The majority of these strands are presented through integrated units of work.

D

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. When serious problems occur parents are involved in developing a joint behaviour management plan, that may include counselling, assistance from outside agencies, detention for a specified duration (during recesses or lunchtime), or suspension.

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E

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

Each Wednesday afternoon 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.

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:

home address living situation e.g. custody or access orders telephone numbers on-going medical problems medical information emergency contacts

Please do not wait until an emergency arises before remembering to tell the school that you have a new home, mobile or work phone number. Emergency management – number 9589 6266

The school has an emergency management plan, which is reviewed annually and practised (as in drills). Excursions

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.

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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.

F

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. Throughout the year costs for additional school activities, excursions, camps, and swimming lessons will be required. An explanation of school charges is sent home with booklists in December. Facilities

Parktone Primary is situated on 2.5 hectares of well-maintained grounds. The school has three free standing buildings. The main building is undergoing a total refurbishment in 2011, funded by the Better Schools Today and Building Education Revolution Programs. Other facilities include a sheltered eating area, bike shelter and large shade sails over the adventure playground and sandpit. The school is air-conditioned. Friends for life program Children are invited to participate in a group discussion program led by psychologists. The focus is on building resilience and self-confidence. 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.

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G

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.

H 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, regular homework may be set at the discretion of the class teacher in line with the school Homework Policy. Homework may be used as a catch up for those children who have difficulty in completing class projects on time, to help the class as a whole in keeping up with the large amount of practical work, or 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 1:00 1:15 2:00 3:30 4:30

Office Opens

Teachers on Yard Duty

Literacy Snack Recess

Numeracy Eating Lunch Inside

Lunch Recess

Integrated Studies Electives

Teacher on Yard Duty

Office Closes

Exceptions: The whole school is usually 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

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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.

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.

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K 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.

L

Late arrivals

Children arriving late to school, e.g. after 9:05am, must be signed in at the office before proceeding to class.

Leaving school early

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 at the office, signing the diary and completing the Early Dismissal register. Library

Children have regular library sessions with their classroom teacher and have an opportunity to borrow books to take home via the computerised system. Library bags must be clearly named and are required for the protection of borrowed books. The library is open at set lunch times for extra borrowing. Life education

As part of the 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.

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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. LOTE (Language other than English)

Parktone offers Italian as part of its LOTE (Language Other Than English) program. This is an identified priority area in line with the Department of Education and Training policy. Children in Years P – 6 have a weekly lesson with the specialist LOTE teacher. Lunchtime clubs

Lunchtime Clubs will be organised throughout the year, e.g. netball, soccer, ICT, drawing, choir etc. The activities will vary based on the teachers‟ expertise and availability.

M

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 so that it can be recorded correctly. Eftpos facilities are available at the office. Over the phone transactions can be organised by completing an authorisation sheet available from the Office.

Motor Vehicles

The only people authorised to drive cars into the schoolyard are the teachers and trade delivery people. Parents are not permitted to drive into the school grounds to drop off or pick up students. Parents parking in the streets must observe the Council parking restrictions. For safety of the students and vehicles exiting by the main gate,

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parents are asked not to park in front of the large double gates in front of the rubbish hopper. Music tuition

Private and small group keyboard 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.

N 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.

O

Open-door policy

Our school operates on an open door policy. This means that parents are welcome in and around the school to assist where required or to find out more about aspects of their child‟s education. 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.

P

Parents and friends

Parktone‟s Parents and Friends committee 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 Parents and Friends team also organises and assists with fundraising activities.

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Parent involvement

Parent involvement is encouraged throughout the school in many ways e.g. as class representatives, classroom helpers, a Parents and Friends team member, being a member of various sub-committees and School Council, attending excursions and school camps and assisting with working bees. Parent involvement is seen as a vital part of our school‟s culture. Student parent teacher conferences

As part of our reporting to parents schedule, 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. Power cards

The Parktone Power Card strategy is a positive and personal recognition initiative. Children are rewarded for demonstrating one or more behaviours of the 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. For every ten power-cards an achievement certificate is awarded at the whole-school assembly. Photos

School photographs will be taken during the course of the year. Individual, class and family photos can be taken. You will receive information regarding school photos well before the date. Specialised group photos of School and House Captains will also be made available. PMP – perceptual motor program

The initial phase of the physical education program in Prep, this activity is closely linked to literacy and numeracy development. Policies

The school policies are reviewed and developed in an ongoing manner and uploaded on the school‟s website.

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R

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. Teachers supervise children not participating in the program. 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 1:00 – 1:15pm before going outside to play.

S

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

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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

Senior school leaders come together at times as Junior School Council under the supervision of a teacher. This forum provides opportunity for student discussion, as well as a means of promoting 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. The House system is used as an award strategy, which fosters co-operation and teamwork. A weekly House point competition is managed with the outcome announced at school assemblies. House athletics sports are held annually. House captains are elected each year. 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 letter if their child is treated for first aid in the sick bay.

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Specialised Programs

In addition to generalist teachers, specialised teachers are utilised to work in areas such as Reading Recovery, Italian, PMP, Physical Education, 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 5-6 compete against local schools in seasonal programs of competition. Year 4 students may be involved to assist with numbers in teams

The older 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 other team and individual sports.

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. 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.

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U

Ultranet

In 2011 the Ultranet will give parents online access to their child‟s homework, attendance, assessment, curriculum and teacher feedback at any time. It will provide an online space where students, teachers and parents can transfer and exchange information:

Ensuring every child has a complete online record of achievement for all years of schooling

Giving students their own online workspaces, personally tailored education programs, direct feedback from teachers and better access to curriculum materials

Giving them ICT skills they need will need in the 21st-century workforce

Reducing school‟s administrative burden by allowing teachers to enter attendance data, school reports, timetables and school events

Allowing schools to pool resources and access a vast central database of classroom resources

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.

V

Visitors

Visitors to the school, during school hours, must report to and sign in at the office and wear an approved badge.

W

Website School information is available on the Parktone Primary School Website, including educational links for children. www.parktoneps.vic.edu.au/

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Working with children check

Volunteers working with children 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.

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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 permitted to enter the buildings when instructed over the PA system.

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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.