RWPS eNewsletter Term 4 Week 2

24402


Principal Report

Dear Parents, Carers, and Students,

It’s great to be back at work after a short three-week stint in Mooloolaba. It’s also good to come back to warmer weather in Melbourne along with daylight savings! It was a very special holiday this year as I was able to watch the Brisbane Lions win a very tense Preliminary Final against Geelong and then romp home in the Grand Final.

But it’s back to work with a vengeance. The main focus over the next two weeks is to sort out the classes and staffing for 2025. Thanks to Barb and Julia for keeping things ticking over during my leave.

2025 CLASSES

As sent out in a previous Newsletter the following class structure will be used for next year:

Foundation Team

Four classes

Year 1 Team

Four classes

Year 2 Team

Four classes

Year 3 Team

Three classes

Year 4 Team

Three classes plus a 3/4 Composite class

Year 5/6 Team

Six classes

Another important process to take place in the next few weeks is the placement of students into their 2025 classes. The Class Placement Policy is the document that guides the placement of students. I have include the main points below.

  • The allocation of students to various classes, class structures, teaching responsibilities and class compositions are all ultimately responsibilities of the Principal
  • The process of forming classes will commence in Term 4 of the preceding year
  • The Principal, in consultation with the Consultative Committee and after considering student numbers, will determine the number of classes for the following year, class sizes and the year levels of each class
  • Expressions of interest will be sought from staff members to teach a particular year level or specialist/support role
  • Once decided, the class structure and teaching responsibilities will be published in the school Newsletter no later than the Wednesday of the Foundation Parent Information Session in late November
  • Current year level teachers will be required to work collaboratively to create draft classes of their students for the following year
  • Consideration will be given to gender, the previous class, each student’s ability, behaviour and friendship groups etc. Individual needs and a whole school perspective must be considered
  • Classes are to be homogeneous, as far as practical, with respect to academic performance, social development, behaviour and gender balance
  • Students will not be streamed into ability home classes. The aim is to make each class as equal as possible, however, streaming into ability groupings will take place within single and double classrooms and across year levels for some curriculum areas
  • Junior School classes will be smaller whenever possible
  • Preferred class compositions are either single grade level or dual grade levels
  • Parents may submit written requests with respect to class placements. The submissions must be based only on educational reasons and in writing
  • Requests for individual teachers will not be taken into consideration without valid educational reasons. A personal preference for a particular teacher is not a valid educational reason
  • All valid written parent submissions will be given consideration but will not automatically be accommodated
  • Friendship pairing requests and student separation requests will not be accepted. The software program ‘Class Creator’ will facilitate friendship placings. If situations are of a nature that requires students to be separated, classroom teachers should be aware of this (or made aware of this by parents) and implement the separations
  • All parent requests must be directed to the Principal and placed in writing no later than one week after the class structure and class teachers are announced in the school Newsletter in late November
  • The Principal will inform teachers of valid parent requests prior to the formation of classes
  • Once draft classes are completed, the Principal will make any necessary final alterations
  • Only in exceptional and compelling circumstances will a student be moved from one class to another once the classes have been finalized
  • Students and parents will be notified of class placements and teachers for the following year on the day of the internal transition session, usually conducted on the Tuesday of the second-last week of Term 4
  • Under exceptional circumstances the Principal may reorganise classes at any time
  • Staff members will not disclose the composition of proposed classes or teaching responsibilities prior to any formal announcements
  • Students who enrol at the school during the year will be temporarily allocated to classes, with the possible need to alter the placement once further information regarding the student is known

SCHOOL SAVINGS BONUS
As shared with you previously, parents and carers of every child enrolled in a Victorian government school in 2025 will receive the one-off School Saving Bonus $400 support.

In the coming months, the Department of Education will send you two email communications for each of your children enrolled in Victorian government schools.

By Friday 18 October 2024, please ensure that your child’s 2025 enrolment is completed and that your contact information is up to date.

The two emails from the Department of Education will:

  1. Confirm your email address between mid-October and late-November.
  2. Provide you with your unique $400 School Saving Bonus code by the end of November.

If you do not receive a confirmation email from the department by late November, please check your spam or junk folders and contact the office if needed.

You can read more about the School Saving Bonus on the Department of Education website, with key information now available in fourteen different languages.

ANOTHER BUB ON THE WAY!

Some more exciting news!  As well as Julia expecting her first bub early next year, Emma Menkinoska, our amazing psychologist is also expecting her first. Congratulations to Emma from the whole school community. She will be finishing up at the end of the year to commence her Family Leave and I thank her for all of her fabulous work with our students, staff and families.

SPECIALIST TIMETABLE TERM 4

EXITING STUDENTS

We have already been notified that a few of our students will not be returning to Reservoir West in 2025. If there are any others that will be moving schools, please let us know as soon as possible. Email Jo Blom in the office or me.

SCHOOL POLICIES

During Term 3 I have been working on reviewing all of our school policies to ensure that they are in line with those of Department of Education. Fortunately the DE provides a policy portal with updates to all of the policies required by schools. This makes my job much easier. All of our required school policies can be found on our school website. Part of the reviewing process is asking for feedback from our school community. If anyone is interested and has the time to take a look at our policies, please provide any constructive feedback to me by the end of October. This will give our School Council the opportunity to ratify them at the November meeting.

Regards,

       

Bruce

Principal

 



Teaching and Learning

PARENT WORKSHOP

THE LITERACY BLOCK AND GENRE WRITING AT RWPS

YEAR 3 – YEAR 6 PARENTS/CARERS

 A special workshop will be occurring on Wednesday, October 30th from 5pm – 6pm in LA2 and 3 (Year 5/6 building – Morton Wing). The workshop is aimed at Year 3 – 6 parents/carers and is dedicated to exploring what happens during a typical literacy block at RWPS. This is a great opportunity for you to gain insights into the literacy curriculum and understand how we foster reading and writing skills in our students using the John Fleming Effective Teaching Model.

The workshop will explain the components of a Literacy Block using classroom resources and some recordings – showing various components at different levels. In addition, our Genre Writing sessions will also be included. Genre Writing sits outside the Literacy Block. Please note this workshop is for parents/carers only. We ask parents/carers to make alternative arrangements for care of their children.

Please complete this form to indicate your attendance for the workshop.

LANGUAGE CLUB AT RWPS YEAR F-2  – STUDENT VOICE
We are pleased to announce that students in Year F-2 are invited to participate in Italian language sessions during a few lunchtimes this term. This idea came about through student leadership sessions run by Vicky (parent of Hanna in Year 4) last year.

Our Italian Language Club will be facilitated by Sandro (parent of Lara in Prep) supported by RWPS staff. Sandro has lots of fun planned for participants.

PRIMA SESSIONE – Where is Italy

SECONDA SESSIONE – How life looks like in Italy

TERZA SESSIONE – Italian history

Sandro will be helping to expand students' knowledge of Italy in a fun and engaging way. There will be dancing, handouts, discussions, photos, maps and immersion in the Italian language. 

Participant numbers will be capped.

Sessions will be in the STEAM Room at Lunch on:

  • Language Club 1: T4 W4 - Monday 28th October
  • Language Club 2: T4 W7 - Monday 18th November
  • Language Club 3: T4 W8 - Monday 25th November

Please complete this form with your parent email address, child's full name, year level and LA to sign your Year F-2 child up.

LEARNING AT RWPS

Have a look at a writing persuasive piece (in the photo reel) created by Daisy in Year 1! Well done, Daisy!

In addition, a photo taken of our Turbo program where Bianca (Turbo teacher) took students outside to play a flashcard game to increase engagement and provide a movement break!

Barbara Balliro

Assistant Principal- Teaching and Learning

Barbara.balliro@education.vic.gov.au



SOTW

Term 4, Week 2

NO Assembly this week.

  • 3.15pm: 5MoF
    • Golden Ticket Draw – Village 1
  • 3.25: SOTW and Golden Ticket Draw photos at the stage area

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

  

NAME

VALUE

LA1

5/6L

Rayan Hassan

Persistence

LA2

5/6M

Jessie Brooks 

Success

LA3

5/6K

Isaac Chahine

Success

LA4

5/6V

Evie Jackson-Hugill

Success

LA5

5/6P

Seth Maywood-Bryant

Success

LA6

5/6H

Mahin Chouhan 

Respect & Wisdom

LA 8

4W

Margo MusacchiaSuccess

LA9

Prep B

Chiara Damiano

Success

LA10

Prep D

Hannah Welsh 

Success 

LA11

Prep V

Artemis Kypuros

Success

LA12

Prep H

Charlie Osborne

Success

LA17

1C

Rohan Prescott

Success

LA18

1M

Myra Nikolaidis

Success

LA19

1P

Elijah Tsaousis

Success

LA20

1R

Navya Nair

Success

LA21

3W

Edith Noy

Success

LA22

3J

Katia Morelli

Success

LA23

3M

Emma StockwellSuccess

LA24

3S

Aria Tumai

Persistence & Success

LA25

2C

Jack O’Connell 

Perseverance 

LA26

2G

Maia Mitrevski

Perseverance 

LA27

2B

Heidi Clayton

Success

LA28

2M

Marleah Tannahill

Wisdom

LA29

4T

Hudafa Aden 

Wisdom

LA30

4H

Nina Fabre

Success

ART        

Hamish Curry LA6

Success

DIGITECH      

Lois Presser

Success

LIBRARY 

Kane Brown

Success & Persistence

MUSIC   

Lionel Presser LA3

Charlie Hunter LA10

Persistence & Success

Success

SPANISH

Bonnie Salvo LA18

Hattie Pauli LA18

Success

Success

SCIENCE

Whole class LA5

Responsibility and Success

PE

Mariam Awo LA27

Persistence and Respect

TURBO/SUPPORT

Ngiilinya Andy-Harrison

Persistence & Success


Group photo of last week's SOTW recipients!

Last week’s Golden Ticket winners!



Wellbeing

OCTOBER AWARENESS MONTH

October is Dyslexia Awareness Month and ADHD Awareness Month, and Friday 18 October 2024 is Developmental Language Disorder Day. This provides a great opportunity for us to reflect on how we meet the needs of our diverse learners and refresh our knowledge and skills in this area.

DIVERSE LEARNERS

Diverse learners have characteristics of attention deficit hyperactivity disorder (ADHD), autism and learning difficulties such as dyslexia and developmental language disorder (DLD).

There can be up to 5 diverse learners in a typical class. Diverse learners need targeted support and intervention to ensure they have the same opportunities to learn as their peers.

DYSLEXIA

Dyslexia is a specific learning disability that is characterised by difficulties with accurate and/or fluent word reading and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological or sound component of

language and are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Dyslexia affects people from different cultural, ethnic and socioeconomic backgrounds and exists on a continuum that ranges from mild to significant impact. People with dyslexia may demonstrate the following characteristics: difficulty sounding out new words (decoding); difficulty representing sounds with letters or groups of letters (spelling); and better listening comprehension (ability to understand text if it is heard instead of read) than reading comprehension.



Dyslexia is a language-based reading disorder. People with dyslexia have difficulty learning to read accurately and fluently, and to spell. They have unexpected difficulties with the sound structure (phonology) of language. Dyslexia is relatively common and affects 5–10% of people1.

Infographic – Dyslexia (PDF, 111KB)

Dyslexia in the classroom

Students with dyslexia have many strengths but may experience a range of difficulties in the classroom. Students with dyslexia may:

  • have difficulty learning letter-sound relationships
  • read more slowly than their peers
  • find that reading takes a lot of effort and energy
  • make more mistakes when spelling
  • avoid reading and writing tasks
  • guess words instead of using their sound awareness skills to read them.

INFOGRAPHICS

Co-occurring conditions

Dyslexia can often co-occur with other conditions. On average, about 40% of children with a reading disorder will have another disorder as well2. People with dyslexia may also experience:

  • executive functioning difficulties such as attention-deficit/hyperactivity disorder (ADHD) or working memory weaknesses
  • oral language difficulties including developmental language disorder (DLD)
  • speech sound disorder
  • autism spectrum disorder
  • mental health challenges.

The Literacy Foundation for Children can provide financial assistance for children with learning disabilities, particularly dyslexia, to help offset the cost of intervention. Click here to see if you are eligible and to complete the application form.

CLICK HERE FOR MORE INFORMATION

UNDERSTANDING DYSLEXIA VIDEO Transcript (DOCX, 21KB)

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Attention Deficit Hyperactivity Disorder (ADHD), is a complex neurodevelopmental disorder that affects 1 in 20 Australians. ADHD affects a person’s ability to exert age-appropriate self-control. It is characterised by persistent patterns of inattentive, impulsive, and sometimes hyperactive behaviour, and is frequently accompanied by emotional regulation challenges.



The theme for 2024 is “Awareness is Key”. Raising awareness opens the door to so many possibilities to support those with ADHD in school, at work and in the community. It also helps teachers and employers understand their students and employees who have ADHD.

People with ADHD have little control over these behaviours as they stem from underlying neurological differences. They arise due to an impaired ability to inhibit and regulate attention, behaviour and emotions; to reliably recall information in the moment; to plan and problem solve; to self-reflect and self- monitor; and to self-soothe.

ADHD can cause significant functional disability throughout the lifespan and in all areas of life, and without appropriate intervention can lead to significantly unfavourable outcomes. However, with evidence-based treatment and support, people with ADHD can embrace their strengths and interests, learn to manage their challenges and live a full and rewarding life.

ADHD is frequently misunderstood and contrary to prevailing myths is under-diagnosed. These myths are both unhelpful and not evidence-based. To learn more about myths and facts of ADHD check out the ADHD-Myths-Factsheet.

CLICK HERE FOR MORE INFORMATION

DEVELOPMENTAL LANGUAGE DISORDER

Developmental Language Disorder (DLD) is the new term to replace Specific Language Impairment (SLI). 

Developmental Language Disorder is diagnosed when children fail to acquire their own language for no obvious reason. This results in children who have difficulty understanding what people say to them, and struggle to articulate their ideas and feelings.

Recent research has shown that, on average, 2 children in every class of 30 will experience DLD severe enough to hinder academic progress.

In 2017, the first DLD awareness campaign was introduced with the theme DLD 1-2-3 highlighting 

  1. DLD is a problem with speaking and/or listening,
  2. it is hidden but common, and
  3. support can help to improve the quality of life of affected children and their families.

CLICK HERE FOR MORE INFORMATION

DLD 1-2-3 FILM

MENTAL HEALTH / EVENTS CALENDAR 2024

Event Date

Event

1 - 31 October

Mental Health Month

1 - 7 October

BPD Awareness Week

2 October

International Day of Non-Violence

10 October

World Mental Health Day & World Homeless Day

13 - 19 October

National Carer's Week & OCD Awareness week

17 - 23 November

Perinatal Anxiety & Depression Awareness Week

19 November

International Men's Day

25 November

International Day for the Elimination of Violence Against Women

10 December

Human Rights Day

 







 





2025 Device Purchasing Portal - NOW OPEN

Dear Parents and Carers,

From Years 3 to 6, students have the opportunity to participate in a 1:1 Smart Classrooms program using Chromebooks running Google’s ChromeOS. We have had great success with this program, with over 90% of families opting in.

Reservoir West has chosen to create technologically inclusive learning environments to inspire hands-on learning, promote creativity, provide personalised learning and education in a variety of subject areas, and develop students 21st Century learning skills. Through increased access to digital technologies, students can benefit from enhanced learning that is interactive, collaborative, personalised and engaging.

Attached below is further information from both RWPS and our supplier, EduNet for those who would like some more information around the program.

The portal for purchasing Chromebooks for 2025 is now open.

Visit the Edunet Parent Portal at: http://reservoirwestps.technologyportal.com.au 

Please note the following cut off dates: 

  1. To receive order prior to Christmas, order must be placed and paid for by 28th November 2024*.
  1. To receive order for Week 1 Term 1, order must be placed and paid for by 5th January 2025*
  1. All orders will be sent to the school and then distributed to families

* Cut off dates are only for devices listed on the portal as in stock. If a device is out of stock we can’t promise a Christmas or Week 1, Term 1 delivery.

In addition, some families have asked if other devices from home can be used at school. Unfortunately, this is not an option at RWPS. Chromebooks are exclusively used from Years 3-6 and they must be purchased via EduNet to be configured to our network. If you believe you have a device from an older sibling that may be able to be used, please see the criteria in the attached handout or email Jen Barnes.

If you have any further questions, please don’t hesitate to email:
Jen (Digital Technologies Co-ordinator) Jen.Barnes@education.vic.gov.au
Bruce (Principal) Bruce.Kearney@education.vic.gov.au
Edunet (Supplier) portal@edunet.com.au

Kind regards,

Jen Barnes
Digital Technologies Co-ordinator

2025_RWPS_Smart_Classroom_Presentation
RWPS BYOD 2025 Parent Doc



Community Conversations - We need you!

Dear RWPS community,

This year, we will be hosting a Community Conversations event, which is being led by one of our school council members, Viki Komornik. This event provides families in our community an opportunity to share ideas, perspectives and voice on matters that impact our school.

By attending, you will engage with other members from our school community and provide insightful perspectives on important matters that impact our school and teaching and learning. We would be delighted to have you present at this event and for you to provide your insight and thinking to the items being discussed.

This event details are as follows:
Date: Monday, 28th October
Time: 5-6pm
Location: School Library

Please indicate your attendance by completing this form

Unable to attend but have some great ideas to share? No problem! Simply fill out this feedback from and we will consider your thoughts and feedback throughout this session.

We hope to see you there! 

Julia Nour
Assistant Principal - Administration

Year 5/6 - Spanish/Music incursion

INCURSION
Instrumentos de Países de Habla-Hispana.

On Monday 21st October, the grade 5/6 students will engage in an incursion for Spanish & Music, at no cost to parents. In Semester One, the 5/6 classes completed a unit on instruments from Spanish-speaking countries: Instrumentos de Países de Habla-Hispana. This incursion will allow students to see and listen to the instruments they studied. Señorita Vargas’s father, Alejandro, moved to Australia with his parents and siblings at 13-years old, escaping Pinochet’s dictatorship in Chile. He and his brother began playing Chilean folk and Andean music as children in Chile, and shared their culture through music as non-English speaking teens. They formed the first Andean band in Australia and to this day, continue to share our culture through music. Alejandro has performed in multiple Latin bands and is still a key figure in the Latin community of Victoria. Alejandro will be bringing his instruments to play for the students and sharing his story.

Read his story here: https://www.latinstoriesaustralia.com/blog/2018/9/25/rodrigo-vargas


This is an opt-out event. If you do not wish you child to participate, please contact your child's teacher.



Year 5/6 Hoop Time

On Tuesday, Our Grade 5/6 girls ventured out to Darebin to compete in the regional basketball tournament. In the first game, the girls battled hard and showed they could play at a high level, but they lost to Holy Name by 10 points. In the second game, the girls were up against Holy Spirit and played their best but lost to an exceptional outfit. In the third game, the girls hit their straps and played very well to get the win against Fairfield. Walking away 1-2 for the day was a great result, and the girls should be all super proud of themselves and how they represented our school in the community. Thank you to Rex Hickman for coaching and James Weaving for helping with coaching and scoring. 



P.E. - New Goal Pads!

Hi everyone!

The P.E team here! Just thought we would highlight how fantastic our new goal pads look on our oval. Here is a picture of some of our fabulous Grade Four students enjoying them during our AFL focus in P.E. Just a reminder that we would love for our new goal posts to last for as long as possible so we are asking that we please take care whilst using them.

Thanks everyone!

Keep kicking goals!
Miss Mulynda, Amanda and Olivia



TheirCare







Community



Calendar

Please take a look at what is happening this term at RWPS.

Term 4 Calendar

Follow our live updates on our Compass calendar.