RWPS eNewsletter Term 1 Week 6


Principal's Report

Dear Parents, Students, and Friends,

I hope this Newsletter finds you all well.

It's astonishing to realise that we've entered Week 6 of a 9-week term already. Across all year levels and curriculum areas, the journey of learning is in full swing. I had the privilege of spending two hours in two Foundation over the last couple of weeks, witnessing how students have settled into school routines and their remarkable progress in such a short span. Their repertoire now boasts numerous letter-sounds and sight words. I've even captured a snapshot of my time in Ms. Danica's class to share the joy with you!

As Bruce prepares to return to work on Tuesday, March 12th, this marks my final Principal Report for the time being. I trust that my updates have been insightful to both the school community and Bruce ? (Yes, I know he still reads the Newsletter while on leave, such dedication!)

I would like to remind everyone that next Monday, March 11th is the Labour Day Public Holiday. No students are to attend school. I hope you all enjoy the long weekend with your family.

9.00 AM – 10.00 AM
Please take advantage of this session to come to school and sit in on your child’s classroom or specialist lessons. This will provide you with an excellent opportunity to see what happens at school, to get to know your child’s classroom teacher and you might even be asked to help out with particular activities! Your children would love to see you at school. No bookings are required – just turn up!

A school tour will also be conducted for any prospective parents who may be thinking of enrolling their children at Reservoir West for Foundation in 2025.                                                   

Just a reminder that bikes and scooters must be ‘walked’ within the school grounds when entering and exiting the school. I ask parents to remind their children of this for the safety of all members of the school community.

School photos will be taken on Thursday, March 21st. Information on how to order photos will be sent home this week. Orders are to be placed online. Please ensure your child is wearing their Summer full school uniform on the day.

Year 6 Student Leaders and Student Council Representatives (SRC members) from other year levels will be presented with their Student Leader badges at Assembly on Friday, March 22nd.

International Women's Day is celebrated on Friday, March 8th. The day serves to honour the incredible women in our lives and the diverse and remarkable contributions (social, economic, cultural and political) of women from all walks of life. Regardless of their backgrounds or identities, women make incredible contributions to our world.

IWD provides a platform for individuals and organisations to reflect on women's contributions across various societal levels and mobilise efforts toward achieving gender equality for women and girls worldwide.

The chosen theme for this year's International Women’s Day is ‘Count Her In: Invest in women: Accelerate progress’. The theme emphasises the importance of women earning, learning and leading, contributing to thriving communities.

At RWPS, learning about the importance of the day and history is integrated into various curriculum learning areas at different levels.

Bruce and I received an email from a parent earlier in the week, sharing an article from The Sydney Morning Herald, titled ‘The teaching style behind NSW’s best-performing schools’ relating to Explicit Instruction. It is a very worthwhile read, even though it relates mainly to high schools.

The teaching style behind the state’s top-performing schools – The Sydney Morning Herald, March 1st, 2024 Lucy Carroll

A major analysis has found high school students who receive explicit instruction are months ahead in learning compared with peers.

High school students who are taught using explicit instruction are months ahead in reading and maths compared with peers not exposed to that teaching method, a landmark study of 16,000 students has found.

A major analysis by the NSW Department of Education and the University of Queensland found year 7 students who experienced explicit teaching – which involves step-by-step instructions and checking for students’ understanding – were four months ahead in their learning by year 9.

The findings reinforce evidence that the back-to-basics teaching approach, which favours clear direction over student-led or inquiry-based learning, is the most effective way to lift results and help children learn.

Researchers at the department’s Centre for Education Statistics and Evaluation (CESE) analysed student surveys and NAPLAN results from 16,000 NSW public high school pupils to analyse how teaching practices influence achievement.

It found year 7 students who received explicit teaching were 1.8 months ahead in learning compared with their peers who did not experience that teaching style, while those in year 9 were 2.4 months ahead.

“The effect is long-lasting: when a student experiences explicit teaching in year 7 they are on average four months ahead in learning by year 9 – regardless of whether they continue to experience explicit teaching after year 7,” the report said.

Secretary of the NSW Department of Education Murat Dizdar, who heads up the state’s 2200 schools, said clear evidence backed using explicit teaching in the classroom to help lift academic outcomes and help children retain new concepts.

“The reason I loved this practice so much as a teacher was because I found it did not discriminate. Whether a child is struggling or accelerating beyond their class or stage level, explicit teaching is proven to help all learners reach their potential,” Dizdar said.

But the study, which analysed last year’s student surveys and recent NAPLAN results, showed just 57 per cent of high school pupils received explicit teaching and feedback regularly, compared with 78 per cent of primary students.

Results from the department’s Tell Them From Me surveys reveal 62 per cent of high school students reported they were asked to explain their reasoning, with a similar proportion saying their teachers set clear learning goals.

It also found a “clear equity gap”, with students from higher socioeconomic backgrounds more likely to receive explicit teaching than their more disadvantaged peers.

Half of high school students reported receiving helpful feedback, with that figure rising to 75 per cent for primary students.

Explicit teaching practices involve breaking down what students need to learn into smaller chunks, with the teacher modelling each step, reviewing learning before classes and constantly checking for understanding.

Evidence shows that when students try to learn new information without being explicitly taught, it can overload their working memory and damage their ability to store, remember and apply what they have learnt.

Researchers argue the more traditional teaching style has been overshadowed by student-led inquiry, where children investigate problems for themselves, anticipating this will result in critical and creative thinkers.

The department’s study, which was conducted with researchers from the Institute for Social Science in Research at the University of Queensland, found that explicit teaching also had a positive influence on students’ learning by boosting motivation, perseverance and engagement.

About 35 per cent of explicit teaching’s impact on NAPLAN reading results was due to its influence on a students’ confidence, and belief in their ability to succeed in an academic task.

NSW Education Minister Prue Car said addressing teacher shortages and delivering high quality, evidence-based teaching in every classroom is critical to improving student outcomes.“Explicit teaching works in the classroom. Period,” she said.

The report highlighted Balgowlah Boys High as a standout school using explicit instruction to drive sustained high results in NAPLAN and HSC scores. The approach has also been embraced by multiple high-performing NSW schools, including Marsden Road Public, Riverbank Public and Killara High, and by a group of schools under the Canberra and Goulburn Catholic Archdiocese.

It also said that when used effectively, explicit teaching is not the same as lecturing or rote learning, but when “implemented well it is a highly interactive and engaging teaching practice”.

The department’s review comes as the nation’s universities are set to overhaul their teaching degrees to include back-to-basics “core content” that includes evidence-based reading and maths instruction and classroom management skills. They will be given until 2025 to ensure the content is embedded in their initial teacher education courses.

At Canley Vale High, principal Effie Niarchos said the school’s approach to teaching is underpinned by explicit teaching and detailed analysis of student data.

“At the start of lessons we clearly set out what we expect of the students and constantly check how students are progressing in the classroom,” she said.

About a decade ago, students from year 7 to 9 began taking literacy lessons each week to help master writing skills and improve their grammar and comprehension.

Peter Tran, who runs the school’s literacy program, said there is an intense focus on literacy, which leads to success in other subjects. “We really need to deal with any literacy needs and problems before they get to senior years,” he said.


Lastly, look closely at the photo at the top of my Principal Report. Can you spot anyone that looks familiar to our RWPS community?

Barb Balliro
Acting Principal

Teaching and Learning

A Newsfeed (1.3.24) was sent out to parents/carers of students in Year 3 and 5 detailing information about NAPLAN and included was a Parent/Carer Information Brochure.

In the weeks leading up to NAPLAN and in our usual school assessment schedule, our teachers have prepared our students for NAPLAN. Not teaching to the test or content cramming, rather practising timed situations, multiple choice questions and familiarising students with testing formats to hopefully alleviate concerns or worries they may have about testing conditions or formats.

NAPLAN measures the performance of educational programs, schools and each students’ literacy and numeracy achievements against benchmarks. Analysis of NAPLAN data and other ongoing school assessment focuses on strengths, areas for improvement and highlights change over time.

When looking at NAPLAN results and other ongoing school assessment, we analyse individual, cohort and school data with a growth mindset. Careful analysis is of great importance, as there can be many factors influencing an individual’s performance in NAPLAN tests. It needs to be remembered that the NAPLAN tests provide a snapshot of each student’s achievement at a point-in-time on particular days of the year. It is one piece of evidence that is used to determine progress of students in Literacy and Numeracy. By carefully analysing NAPLAN results along with other ongoing information from teacher judgements and school assessment tasks throughout the year, schools can make teaching and learning adjustments to provide appropriate support to improve learning.

Please remind your child that NAPLAN does not assess all that makes them exceptional and unique and all we ask is that they try their best.

Please note:
Students are to be at school on time on scheduled NAPLAN days.

Students need to ensure chromebooks are fully charged the night before each NAPLAN assessment, and that they have working headphones at school.

NAPLAN Schedule
Wednesday, March 13th

Thursday, March 14th

Friday, March 15th
Language Conventions

Monday, March 18th

Please speak with your child’s classroom teacher, Caitlyn Jeffress (Year 3 Team Leader, James Plunket (Year 5 Team Leader), Flora Kossivas (NAPLAN Coordinator) or me, if you have any queries or concerns.


On Monday, April 29th our school will have the pleasure of hosting John Fleming, our educational consultant, for his second visit this year. John will be presenting a parent/carer information evening where he will provide some background information about himself, his work, details relating to all the components of the John Fleming Effective Teaching Model that our school utilises and also how he feels our school is tracking compared to the large number of schools he has worked with in the past and currently. Save the date and more information will come.

Mrs Barb Balliro, Assistant Principal – Teaching & Learning


Congratulations to all of the students that are receiving a Student of the Week award!






Jessy Ingram




Nada Benhim




Ella Davis




Hayley Lugg




Jawden Donati




Emilia Dilisio


LA 8


Olive Tizzard



Prep B

Freddie Webb



Prep D

Melody Tremellen



Prep V

Artemis Kypuros

Respect & Success


Prep H

Charlie Osborne




Nuahda Ellis




Kody Bonadio




Zayn Aboushamat




Harley Eyre




Attika O’Brien
Grace Fitzpatrick 




Najmah Khoraidah




Sal McGregor

Wisdom & Success



Neyarrnie Adny-Harrison

Persistence & Success



Oliver Scarcebrook




Angus Stockwell 




Mariam Awo




Olive Nicols-Rowe




Sienna Glouftsis




Josh Gibson



Kane Brown



Zoe Melville



Frank Rutigliano



Hector Matthews

Phoebe Videan

Wisdom and Success



Milli Orellana 

Rosie Brooks

Wisdom and Success

Wisdom and Success


Caleb Smith



Frank Rutigliano



Jed Delaney



Mia Semaan

Respect and Success

Group photo of last week's SOTW recipients!

Week 5 Golden Ticket winners!

Goodbye Cleo! We will miss you at RWPS and in Prep H! We wish you all the best at your new school.

Specialists at RWPS

Let's dive into the teaching and learning happening this term!


Science lessons this term are focusing on Earth & Space Science. All classes have been showing great enthusiasm as they attend their lessons on a fortnightly basis.

Foundation - Students have been exploring different types of weather and temperature. They recently matched temperature vocabulary to items they felt such as ice, air from a fan, their warm breath and the hot air from a hairdryer. 

Year One - Students have been exploring natural, constructed and managed changes in our environment. They were able to confidently identify natural changes such as grass growing, humans aging & spiders making webs.

Year Two - Students have been exploring water and recently went on an exploratory walk around the school to look for water sources. They have also been experimenting with how rain affects different types of landscapes such as sloping surfaces, sand and soil. 

Year Three - Students have been exploring day and night. They recently conducted an experiment outside where they were exploring why the sun and moon appear to be a similar size when viewed from Earth, even though we know they are not.

Year Four - Students have been exploring different types of soil and rocks and posing wonderings about how these change over time. Recently, students have used their senses to compare three different types of soil and analyse them.

Year Five/Six - Students have been learning about earthquakes, their causes, how they’re measured and the impact they can have. Students have viewed the Richter Scale and the Modified Mercalli Scale as ways of measuring earthquakes.

Lots of fun has been had in the Art room this term! Here is a rundown of all the learning that’s been happening:

Foundation – A coloured wash over crayon self-portraits ‘My First Masterpiece’

Year 1/2s – A study in facial proportions through self-portraits with a landscape background

Year 3/4s – Sculptures showing movement using modelling clay over wire armatures

Year 5/6s – Mosaics using glass tiles



On Saturday 2nd of March we celebrated Dr Seuss Day. What a great opportunity to celebrate at Reservoir West and share some of his amazing and popular children's books, which are known for their nonsense words, playful rhymes, and unusual creatures.

On Monday 4th during lunch time, we had students come into the Library and read various books from Dr Seuss, they enjoyed a read along of ‘The Cat in the Hat’ and completed various activities that were on offer.

This term in DigiTech, we have been focusing on online safety. An important concept we have been focusing on is that if something happens when students are online that worries or upsets them (such as coming across images they weren’t expecting, or when they are asked for their personal information), they should seek help from a trusted adult. We have also covered learning to identify who the trusted adults are in children’s lives, recognising when something doesn't feel right, and the importance of only sharing our private information with people we can trust.


You may have noticed that the Wellbeing Newsletter item was missing from last week’s newsletter. Unfortunately, we had a large number of inappropriate behaviour and poor student choices that required Wellbeing support.

Our most frequent behavioural challenges in the last two weeks were:

  • Disruption: in the classroom and during playtime. This includes refusal to follow teacher direction, inappropriate language, unsafe behaviours in the learning environment, purposefully interrupting and disrupting peers’ learning and lots of arguments during soccer and other outside play activities
  • Disregard for school facilities: making a mess of the toilets with wet toilet paper, entering unlocked buildings and taking property
  • Defiance:
    • saying ‘no’ when asked to do simple tasks such as self-care, cleaning up, or with simple routine requests, wearing a sunsmart hart, putting their rubbish in the bin, sharing the soccer pitch respectfully, staying in the designated playing areas of the school
  • Physical misconduct and inappropriate language (swearing, trash-talking during a sports game and some racially motivated language)

It is very disappointing to see many students from Years 1-6 showing apparent little care for our school’s buildings and resources.

An increase in regards to student’s treating each other and teachers in a disrespectuful manner is something else that we have noticed and continue to address.

These types of behaviour are unacceptalble and do not model RWPS’ community values of respect for each another.

Educators have a right to feel safe in their classroom environment and teach the curriculum without having to direct most of their time on behavioural concerns. Students have the right to learn in a safe and supportive environment without barriers presented by peers.

Please support our community by continuing to have informed conversations with your  children at home about the importance of following rules and expectations within the school environment and beyond.

Please continue to reinforce RWPS expected behaviours that are based upon being a kind, respectful and responsible human being.

RWPS prides itself on being an inclusive school and has always adopted a strengths and rights-based approach to developmental differences. We provide support and adaptations that affirm students’ neurodivergent identity and work hard to take into account individual circumstances, including but not limited to; behavioural history, diagnosis, mental health and wellbeing, religious and cultural considerations, home environment/care arrangements - all of these factors inform how staff respond in regard to following up behavioural concerns.

We will continue to have differentiated expectations for students, however behavior that is consistent, repetitive, disrespectful, and harmful to the safety and wellbeing of students and staff is not something that we want to see continue at RWPS. School is a safe place to learn about the importance of behavioural and emotional regulation and we will continue to work with students and families to ensure RWPS students feel safe and supported in our school environment.

Congratulations to our 2024 Year 6 Wellbeing Leaders, Serena Nair, Lola Ford and Audrey Miller. They have already shown great initiative supporting us in the Wellbeing Hub so early on in the year, and we look forward to working with them, hearing their ideas and being the advocates for Student Voice. Next week, Audrey, Lola and Serena will share a little bit about themselves and their passion for student wellbeing.

We would like to congratulate all the Year 6 Wellbeing Leader nominees. Your speeches were moving with so many great ideas. Although they do not have the title of ‘Wellbeing Leader,’ we would love for them to work with our Year 6 Leaders to support them in future planning and initiatives in the Wellbeing space.

Congratulations to all!

Research Study – Melbourne University
There is a research study into listening and learning difficulties that is currently underway via the University of Melbourne that may be of interest to other parents.

The assessments are around the causes of auditory processing, language and speech processing, memory or attention difficulties.

By participating in the two sessions you receive comprehensive testing of all the areas of listening mentioned - free of charge - as well as an individual report with recommended steps for support.

The researchers are keen to increase study participants between ages 5-12 and perhaps through the course of your work will come across families who may have concerns about their child's listening. It's a great way to get a free comprehensive assessment, running now until September.

Please refer to the following LINK for more information. We have attached a flyer and you can also grab a printed flyer from the office. We will also pin one to the Wellbeing noticeboard near the library.

Thank to you to the very thoughtful parent who shared this study with us.


Why Parents Should Feel Good About Saying ‘NO’ to Their Children
Source: Melbourne Child Psychology & School Psychological Services:

As a parent saying no can be difficlut, and sometimes easier when we are feeling overwhelmed, tired or have a lot going on. But according to Georgia Manning ‑ counsellor, psychotherapist and the director of Wellbeing For Kids ‑ saying ‘no’ to your kids is one of the best things you can do for them. Manning puts this down to the fact that many parents have shied away from saying ‘no’ to their children because of the ‘self-esteem movement’, where anything that could potentially damage a child’s self-esteem was frowned upon.

“We’ve gone from not being emotionally attuned with our children to thinking that protecting them from any discomfort or things that they don’t want to do is a way of showing love.” Manning

Although our kids might feel disappointed or angry when they hear ‘no,’ they will thank us in the future when they are prepared for the reality of being an adult.

Here are 5 reasons from Manning as to why you should say ‘yes’ to ‘no’:

  1. Kids need to feel discomfort to build resilience and develop coping skills to deal with it productively when an adult.

Protecting them from uncomfortable situations or feelings will set them up with unrealistic expectations for the future.

Not only will the discomfort they inevitably encounter in adulthood come as more of a shock to them, they won’t have the coping skills to deal with it productively.

“Avoidance grows anxiety because it teaches them that the thing they are anxious about is so bad that the person who is in charge of their life thinks they can’t possibly manage it.”

  1. Kids need to learn to wait.

Delaying gratification is one of the most important factors for success in life, according to Manning.

By constantly saying ‘yes’ to our children’s every whim, we are again setting them up with unrealistic expectations.

As adults, we have to work hard to get what we want, and in very few instances does this happen instantaneously.

So our children should learn this very important lesson early on, even if the waiting time is comparatively very short.

For example, play time comes after homework, dessert comes after dinner is finished, and so on.

If we give them everything they want exactly when they want it, we risk raising entitled children, rather than supporting their development into ambitious and driven adults.

  1. Boundaries make kids feel secure.

Uncertainty and inconsistency can produce anxiety in adults, and it’s the same for children.

If kids never know where they stand or what response they are going to get from you, it can make them anxious and they can lose trust in you and your authority.

‘Children always push for boundaries, they are pushing for those “nos” and it’s our job to give it to them’, says Manning.

These ‘nos’ can be comforting for them, because ‘they know that there are limits and they feel cared for and safe’.

  1. Kids need to know their parents are in charge.

Negotiating or pleading with your kids upsets the heirarchial parent-child dynamic.

And ‘psychologically, it’s really important for kids to know that the person looking after them is in control’.

So replace the bargaining and polite requests with a firm ‘no’.

Young kids know that they don’t know everything about the world or how to take care of themselves, but they believe that you do.

Being assertive will reassure them that you do, and will make them feel safe.

  1. Kids need parents to be parents, not friends.

Manning says that she sees many parents who worry their children won’t love them or like them if they’re too strict.

So in response, they try to be more like friends than parents, and more often than not, friends don’t say ‘no’.

But there’s absolutely no evidence to suggest that loving but firm parenting will break your bond.

On the contrary, it is more likely to create and sustain a healthy and mutually respectful relationship with your child as they grow up.

Saying no is a valuable life-skill…being able to say ‘no’.

Many people have difficulty saying no to friends, employers, or colleagues, and end up doing things they don’t want to do as a result.

If your child grows up with the healthy boundaries that come from hearing ‘no’, then it’s much more likely they will be able to create these boundaries for themselves and their adult relationships.


Event Date


13 February

National Apology to the Stolen Generation Anniversary

20 February

World Day of Social Justice

1st March

Zero Discrimination Day

8th March

International Women's Day

18-24th March

Neurodiversity Week

21 March

National Close the Gap Day

20 March

International Day of Happiness

20th – 26th March

Harmony Week

30th March

World Bipolar Day

31st March

Trans Day of Visibility

7th April

World Health Day

Calm Speak Space Flyer 

PFA News

Hello School Community,

Upcoming Events

Easter Raffle Tickets - Friday 8 and Friday 21 March 
We will have Easter Raffle tickets on sale on Friday 8 and Friday 21 March at the stage area between 330 and 4pm. We are selling 5 tickets for $5. The hampers are still being built however we assure you there will be some wonderful prizes to win. The raffle winners will be drawn on the last day of term.  
If you would like to donate to the Easter Raffle, please email Zayna at . We are accepting chocolate or voucher donations for local businesses. 

Uniform Sale - Friday 21 March 
We will have a pre-worn uniform sale in the library. We ask for you to make a gold coin donation for each item. The sale will take place between 3pm and 4pm in the library.

The School Fete – Saturday 20 April
The volunteer sign up is now live and we need as many volunteers as possible. Please follow the below link and select a stall and time that suits you. The school Fete is not possible without our parent/gardian volunteers. 

Ride Wristbands for The Fete - On Sale Friday 1 March 
The unlimited wristbands are available to purchase for your child/children. The cost of the wristband if purchased before 14 April is $35 per child. If purchased after this date or on the day of the fete the cost is $40 per child.  

Ticket sales begin: Friday 1 March – 9am
Ticket Sales End: Sunday 14 April – 11.45pm
Distribution of Wristbands: Week beginning 15 April (There is no pick up of pre sold wristbands on the day of the fete) 
No refunds unless the event is cancelled

The rides include:

  1. Meltdown - Suitable for 7 year plus
  2. Maze runner - Suitable for 3 years plus 
  3. Chair O Plane - Suitable for 3 to 12 years 
  4. Mini Ferris Wheel - Suitable for 4 to 12 years 
  5. Ninja Wall - All ages 
  6. Native Animal Petting - All ages 

Wristbands can be purchased via this link

Thank you for following along and your ongoing support! Have a wonderful week. 

Warmest regards,
Zayna and the PFA team.

RWPS FETE: 70 Years


The PFA is organising the Fete, you are most welcome to join the PFA by emailing Zayna at

Without volunteers on the day the Fete would not be possible. Please check out the following link and find a stall and time that suits you. 

To be book a stall at the fete contact Rosalyn and she will be able to provide you with all the details as well as a booking form.  

To become a Fete Sponsor contact Zayna and she will be able to provide you with all the options available to you. Fete sponsorship options come in Gold, Silver, and Bronze in the hope that the difference financial commitment enables many of our community business to support the Fete and our school.  


Closer to the Fete date the school will ask for dessert items to be sold at our school cake stall. If you are a star baker in the kitchen keep some time free in the days leading up to the Fete and make sure your creations are on the cake stall table. 


The unlimited wristbands are NOW AVAILABLE to purchase for your child/children. The cost of the wristband if purchased before 14 April is $35 per child. If purchased after this date or on the day of the fete the cost is $40 per child. 

Ticket sales begin: Friday 1 March – 9am
Ticket Sales End: Sunday 14 April – 11.45pm
Distribution of Wristbands: Week beginning 15 April (There is no pick up of pre sold wristbands on the day of the fete) 

No refunds unless the event is cancelled

The rides include 
Meltdown - Suitable for 7 year plus 
Maze runner - Suitable for 3 years plus 
Chair O Plane - Suitable for 3 to 12 years 
Mini Ferris Wheel - Suitable for 4 to 12 years 
Ninja Wall - All ages 
Native Animal Petting - All ages 

Wristbands can be purchased via this link 

Follow and share our social media pages to spread the word! 
Instagram - @rwpsfete 
Facebook Reservoir West Primary School Fete - 

This is a video link to our last Fete to give you an idea of how epic our school fete is 


A friendly reminder that if you are no longer requiring care for your child on any day to please cancel you booking. This allows for another family who may need it to take the spot. It also supports staff to know who should be in attendance each session.
If you have any questions, or need support to update your booking, please contact our support team 1300 072 410.

We have submitted all the required paperwork for the increase and we are now just waiting for approval. The approval process for changes like these can take sometime, but I would hope we will have the updated capacity in place for the beginning of Term 2.


School Holiday Program Flyer

Darebin Division Swimming Competition

Last Wednesday I headed to Northcote Aquatic & Leisure Centre with 13 of our outstanding swimmers to compete in the Darebin Division Swimming Competition. There was a lot of excitement and a few nerves as the students each waited to compete throughout their various events on the day.

I would like to congratulate Panagiotis Vlahoulis, Freya Price, Elsa Vecchio, Amelia McNamara, Audrey Miller, Zoe Videan, Grace Deady, Rian Delahunt, Luca MacGregor, Edie McCarthy, Lucy Mourani, James Waters & Allegra Tyrell for their enthusiasm and unwavering effort on the day. An extra congratulations goes to Panagiotis for coming second in his breaststroke and he will be heading to the next round of events which is being held on the 21st of March. We wish him the best of luck for their events.

A very special and humungous thank you to the parents that assisted me on the day with transporting students and cheering everyone on. Your support is always greatly appreciated!

Arlia Hickman
PE Teacher

Easter Hat Parade

Foundation – Year 2

Our Easter Hat Parade will be held on Thursday, 28th March at 1.45 – 2.15 p.m.

To join in the fun:

Children will need to get creative and make their hat at home.
Let’s see what your imagination can create!

Robyn Griffin
Junior School Co-ordinator

Big Hug Group

Who are they?
Big Group Hug is an organisation serving local communities to tackle child poverty. They help vulnerable children who are living in crisis by distributing essential items in times of need.
They’re committed to supporting every young family who asks for help while ensuring that the child remains the focus of everything they do.

What do they do?
They help vulnerable children who are living in crisis by seeking and then distributing essential items in times of need. 
They take pre-loved goods sourced from the local community to give them a second life with a disadvantaged family, whilst alleviating the financial burden. The amount of waste that the small organisation cuts down through this up-cycling process is eye-opening. Perfectly good pre-loved items that would otherwise be in landfills are now helping kids in our community.

How does RWPS help?
Reservoir West have proudly been supporting Big Group Hug for over 4 years. We do this in many ways.

  • Permanent collection point for pre-loved goods
  • Promote & participate in yearly campaigns
  • Hold school-wide events to fundraise

How can you help?

  • Keep an eye out in the newsletter and on Compass for any campaigns or events related to Big Group Hug.
  • Contribute to our Big Group Hug collection bin (located in the school foyer) at any time during the year. The following items can be placed in the collection bin.


  • Toiletries
  • Clothing from newborn to size 16
  • Underwear, socks and pyjamas from newborn to size 16


  • Clothing from newborn to size 16 in excellent condition
  • Pyjamas from newborn to size 16

Should you wish to find out more about Big Group Hug, please follow the link below to their website or follow them on Facebook.

If you have any questions regarding our collection bin, please feel free to contact me anytime via email.

Jacinta Simpson
Big Group Hug Liaison

National Ride2School Day

Reservoir West Primary is taking part in the National Ride2School Day which is on Friday March 22nd 2024. Let’s see if we can make a huge effort and ride our bikes, scooters or skateboards to school on that day. 

Always remember the safety rules when riding:

  • Always wear a properly fitted bicycle helmet to protect your head – every time you ride.
  • Use a bicycle that is the appropriate size for you, not one that is too big
  • Before you ride make sure you don’t have any loose clothing, drawstrings, or shoelaces; they can get caught in your chain and make you fall
  • Have an adult check the air in your tyres and that your brakes are working before you ride
  • Have fun!

Kind Regards,
Flora Kossivas


Recreational fishing in Victoria
The Victorian Government is proactive in encouraging all Victorians to fish, specifically focusing on the involvement of women, children, and people from diverse backgrounds. We educate fishers and the community about responsible fishing practices and promote stewardship of our precious aquatic and animal resources via our Marine and Freshwater Discovery Centre, Education and Engagement Unit and funding of Fishcare Victoria Inc.

Recreational fishing offers terrific opportunities for people of all ages, skills, abilities, and backgrounds to enjoy a fun and healthy activity and build social connections. Our aboriginal heritage is also deeply linked to fishing, with thousands of years of indigenous fishing history in Victoria.

The VFA run a range of free community fishing festivals across the State, stock 10 million fish into Victoria’s waterways each year, including a range of threatened species, install fishing and boating infrastructure to improve access, install recreational fishing reefs and improve habitat and undertake important research into Victoria’s many different species of seafood.

For more information about the VFA, recreational fishing opportunities in Victoria and/or a potential future career in natural resource management for your students, please visit

Little Anglers Hub
The VFA has created the kid-friendly Little Anglers Hub website (, written specifically for children with useful information, instructional videos about how to safely set up and use the kits, being safe around the water, as well as advice on where to go fishing in Victoria.

There is an electronic copy of the Kids Guide to fishing that was included in the kits available on this site, both in English and five other languages.

Key Safety Messages
Going fishing is awesome and so much fun! When it comes to fishing, it’s important to stay safe, especially around water!

Students can keep their fishing safe by:

  • going with a friend;
  • being careful with hooks and lures;
  • looking behind before casting;
  • handling fish carefully;
  • being conscious of the dangers associated with water;
  • protecting yourself against the elements (sunscreen, drinking water);
  • letting someone know before you go; and
  • washing your hands after handling lead sinkers, especially before eating or drinking.

The link below is to a short safety video that is posted on the Little Anglers hub website, reinforcing the above safety messages to students. 

Please note that fishing equipment is not for human consumption. If swallowed, hooks can cause serious harm and lead sinkers can be toxic. Young children and those with some disabilities including pica disorder are especially vulnerable and should be supervised whilst fishing. If a child does swallow a hook or lead sinker, seek medical assistance immediately - don’t wait for it to pass.

If you would like any additional information about this exciting commitment, please visit the Victorian Fishing Authority’s Little Angler Kits FAQs for parents, located on the VFA’s website (



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