Dates to Remember. Issue No th March Student Free Days 2017 Term 2 - Tuesday 13 th June Term 4 - Monday 6 th November

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Shavonne Bell
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Issue No. 07 17 th March 2017 Dates to Reme

April Mon 17 th Apr Tue 18 th Apr Tue 25 th Apr May Fri 5 th May event) Casual Clothes day (gold coin donation) Easter Hat Parade Last day term

dismissal) Public Holiday Easter Monday Term 2 begins Public Holiday ANZAC Day YDSSV Cross Country 9 th 11 th May NAPLAN (years 3 and 5) June Mon 12 th Jun Public Holiday Queens Birthday Tue 13 th

1 Issue No th March 2017 Dates to Remember 2017 March Mon 20 th Mar School Council meeting 6.30p.m. 20 th - 24 th Mar Planning Week Wed 29 th Mar KPS Cross Country Thur 30 th Mar Hot Cross Bun day (Friends of KPS Fri 31 st Mar Term 2 April Mon 17 th Apr Tue 18 th Apr Tue 25 th Apr May Fri 5 th May event) Casual Clothes day (gold coin donation) Easter Hat Parade Last day term 1 (2.30p.m. dismissal) Public Holiday Easter Monday Term 2 begins Public Holiday ANZAC Day YDSSV Cross Country 9 th 11 th May NAPLAN (years 3 and 5) June Mon 12 th Jun Public Holiday Queens Birthday Tue 13 th Jun Curriculum Day no students at school Fri 23 rd Jun YDSSV Winter Sports Gala Day Tue 27 th Jun KPS Athletics Carnival Fri 30 th Jun Casual Clothes day (gold coin donation) Last Day term 2 (2.30p.m. dismissal) Term dates 2017 Term 2-18 th April 30 th June Term 3-17 th July 22 nd September Term 4-9 th October 22 nd December Student Free Days 2017 Term 2 - Tuesday 13 th June Term 4 - Monday 6 th November Assistant Principal s Message What do we mean when we talk about curriculum? The Victorian Curriculum F 10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. Curriculum provision at Kingsville ensures a comprehensive differentiated curriculum incorporating physical, personal and social learning, discipline based learning and interdisciplinary skills. The PYP is a framework that Kingsville uses to implement the Victorian Curriculum. Our aim is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for all students. The PYP definition of curriculum, emerges as comprising three interrelated components. In keeping with the PYP commitment to inquiry, these three components are expressed in the form of the following three open-ended questions. The written curriculum - What do we want to learn? The taught curriculum - How best will we learn? The assessed curriculum - How will we know what we have learned? General Guidelines for Parents when making any Payments to the school: Preferred method of payment is BPay. EFT/credit card facilities are available over the counter at the main office. Correct money is required for all cash payments, as there is not always access to change. Please do not send large amounts of cash with your child. Receipts will be issued through your child s classroom. Payment plans for EEI fees are still available. Payments for Voluntary Contributions to assist in purchasing new playground equipment are welcomed at any time of the year. To help the office in finalising accounts, where possible, please limit any cash payments in the last week of any school term. Sharyn Fletcher, Business Manager School Council President Glen Yates School Council kpsschoolcouncil@gmail.com School Uniform Primary School Wear OSHC Camp Australia

The written curriculum - Students inquire into, and learn about, six transdisciplinary themes, these themes have globally significant issues in the context of units of inquiry, each of which

2 The written curriculum - Students inquire into, and learn about, six transdisciplinary themes, these themes have globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. These units collectively constitute the school s programme of inquiry, a sample of which is available on the school website and displayed through the corridor in the main build of the school. The taught curriculum - Identifies how schools teach the PYP written curriculum. The PYP is committed to structured, purposeful inquiry that engages students actively in their own learning. The programme supports students efforts to construct meaning from the world around them by: drawing on their prior knowledge providing provocation through new experiences providing opportunities for reflection and consolidation. 1LR 1SP 1SS 2AT 2LB 3HL 3LI 5AO 5DS 5KG 6JD 6MM 6RT 6SE Kingsville Awards To be presented on Friday 24 th March Omer Abubaker Olivia Despott Lulu Giansiracusa John De La Rue Liam Yates Bol Thuc Evie Giansiracusa Luke Crawford Charlotte Davis Brianna Hunt Joel Loverso Conor Hennessy Poppy Rose Lawlor Dummett This approach respects students developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world The assessed curriculum - The assessed curriculum explains how teachers go about gathering and analysing information about student performance. The purposes of assessment are to: promote student learning provide information about student learning contribute to the successful implementation of the programme Through assessment, teachers identify what students know, understand, can do and value at different stages in the teaching and learning process. In the PYP, learning is viewed as a continuous journey, where teachers identify students needs and use assessment data to plan the next stage of their learning. Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the written curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action. Happy Birthday 16 th to 22 nd March Happy Birthday to Abby Droogleever, Levi Matara-Ng, Rosie O Brien, Ellie Robson, Hollie Green, Tessa Crawford, Madeleine Elg, Luka Kolundzija, Shreshta Siddam, Gian Crees, Willow Macquire, Mila Gleeson, Alby Monagle, Fitzroy Ferguson, Harry Robertson, Oscar Mulhallen, Gideon Finlay and Lloyd Deunk. Parent Information Please see pages 5-8 for some Cyber Bullying resources Easter Hat Parade reminder hopefully construction has begun and we are all looking forward to a great day Easter Egg raffle donations thank you for all donations so far however, we are hoping for many more so, please donate if you can next week Peter Ritchie, Assistant Principal/PYP coordinator Page 2

3 Teacher Planning Week (20 th 24 th March) What happens during this week? In week eight of this term a day has been allocated to the levels and specialist teams to begin the collaborative planning of the teaching and learning for the next term. This planning is driven through one of the six transdisciplinary themes to create a unit of inquiry, e.g. Sharing the Planet. Teachers in teams reflect on the disciplines of Numeracy, English, Humanities, Science, Technology and The Arts and plan to incorporate important skills and knowledge into the unit. They also focus on planning stand-alone units within these subject areas. The specialists also plan collaboratively and contribute to one specific unit of inquiry from each level during the year. They will explore their own discipline, connecting the five essential elements and continuing the coherent nature of a transdisciplinary program. At the heart of the transdisciplinary curriculum is the learner constructing meaning through the five essential elements: concepts, knowledge, skills, attitudes and actions. These elements go beyond disciplinary barriers and forge the curriculum into a coherent whole. The curriculum is transdisciplinary in nature because the meaning of the prefix trans is two-fold: to convey learning that has relevance across, between and beyond the subject areas and more importantly, learning that transcends the confines of the subject areas to connect to what is real in the world. Through acknowledging and aiming to meet the diverse needs of the student physical, social, intellectual, aesthetic, cultural, the programme aims to create learning that is engaging, relevant, challenging and significant. Inquiry is the pedagogical approach to teaching and learning at Kingsville Primary School. It is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean: exploring, wondering and questioning experimenting and playing with possibilities making connections between previous learning and current learning making predictions and acting purposefully to see what happens collecting data and reporting findings clarifying existing ideas and reappraising perceptions of events deepening understanding through the application of a concept making and testing theories researching and seeking information taking and defending a position solving problems in a variety of ways It is a significant undertaking by the school both logistically and financially to facilitate a time such as this, for teachers to engage in a collaborative exercise that takes into account the approach outlined above. On the day that teams are planning, the classroom program continues with the support of the specialists and casual relief teachers. The class teachers will talk to the children about this and prepare them for what to expect on their level planning day. Peter Ritchie, Assistant Principal/PYP coordinator School Council News Non-school council members needed for subcommittees In Victorian Government schools the School Council is a legally formed governing body. It plays an important role in school accountability and improvement processes and in essence, it works to assist in setting the long term future, direction for the school. School councils may form subcommittees and, sometimes working parties to assist them carry out their work. Subcommittees report regularly to school council meetings and provide advice and make recommendations to council. They do not however make decisions as making decisions is a school council responsibility. Membership of the committees is determined by council and all council members are expected to be members of a committee. In addition, subcommittees are open to non-school council members and additional membership is highly valued and needed to ensure effectiveness distribution of work. Now that the subcommittees for are in place being Finance, Buildings and Grounds, Friends of KPS and Community Public Relations, Council is looking to gain additional members i.e. nonschool council members to join up. The subcommittees that would most benefit from additional members at the moment are Buildings and Grounds and Community Public Relations. If you would like to join one of these subcommittees please the School Council at kpsschoolcouncil@gmail.com and then these will be forwarded to Dale Schumann, convenor of Buildings and Grounds or Marc Dorey, convenor of Community Public Relations. They will be able to answer questions relating to the work of the committees and provide meeting dates for the remainder of Page 3

4 In addition, whilst the Friends of KPS committee have a good number of parents, some who have carried on from 2016 along with, some new members additional members are always needed and welcomed. Parents may be interested in joining the Friends of KPS either as member of the actual subcommittee or, by joining the helper category. For further details please contact Glen Yates, convenor kpsschoolcouncil@gmail.com CSEF A reminder to all parents who hold a current Health Care Card, Pension or are a Foster Parent, that you may be entitled to a $125 per child payment from the government to be used towards Camps, Sports and Excursions. For more information or to download an application form, please go to th/pages/csef.aspx?&redirect=1 Forms and information can also be collected from the school office. Page 4

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9 Student Safety Messages Provided by Catherine Hanlon, Julian Street crossing supervisor a children s crossing is a legal crossing when two flags are in place. children and adults who are crossing at a children s crossing must comply with the supervisor s directions. you must always stand behind the white line. never follow the children s crossing supervisor out onto the crossing wait on the kerb, the supervisor must go out first, when they have blown their whistle (2 short blasts) it is safe to cross. DO NOT ride bikes across the crossing, bounce a ball, muck around or run walk quickly and safely. ALWAYS stay within the lines of crossing and walk in front of the supervisor (never behind them). the children s crossing supervisor will always wait until it is safe before the walk out and blow their whistle. cars are not allowed to park on or around the crossing - the crossing area will usually be signed NO STOPPING. The clearance around the crossing is for the safety of pedestrians. always be alert and listen to what your children s crossing supervisor says. remember always cross at the children s crossing when it is in operation. Uniformed Officers from the Local Council and the Traffic Management Unit of Victoria Police visit schools every day during the peak times. The peak times are between 8am 9.30am and 3.00pm 4.00pm here in Victoria. There are no warnings given to offending drivers, they are issued with a penalty notice or in some cases they are issued with a summons to attend court if the offense is of a serious nature. No stopping signs are placed around school crossings restricting parking whilst the crossing is in operation. School Crossing Supervisors wear high visibility safety vests or jackets. When you see a crossing supervisor on the road, slow down and be prepared to stop. School crossing supervisors work, in the morning and afternoons between 8.15am 9:00 am and 3:15 pm 4:00 pm in and around schools within the state of Victoria, in line with the school speed zones. Hours vary from crossing to crossing but these times are for Kingsville primary school. A Children s Crossing is defined in Rule 80 of Road Rules Victoria as an area of road. (a) at a place with stop lines marked on the road, and: (i) children crossing flags; or (b) indicated by; (i) 2 red and white posts erected on each side of the road; or (ii) 2 parallel continuous or broken lines on the road surface from one side of the road completely or partly across the road; and (c) extending across the road between the posts or lines. Two children s crossing flags must be displayed for each direction of travel for the crossing to be legally effective, but the flags or flashing lights should be displayed only during times that the crossing is in operation, when children are likely to be proceeding to and from school. A driver must not stop on a children s crossing, or on the road within 20m before the crossing and 10 m after the crossing (unless parking signs are erected) to provide adequate visibility of children waiting to cross. Generally, council will install No Stopping Signs around this area. The 20m and 10m no stopping area may only be reduced if the road is suitably narrowed to provide indented parking in the vicinity of the crossing. In this case parking signs must be installed to legally create the parking area. A driver is required to stop at a children s crossing when: (a) a stop sign is displayed to the driver (b) a pedestrian is on the crossing Most common traffic and parking offenses are in relation to: No Stopping anytime Double parking No U turns in an area signed as such Failure to remain stationary at a school crossing Pass stationary vehicles stopped at school crossing Page 9

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Welcome Prep

Welcome Prep 2017 2016 THE YEAR AHEAD Welcome to Prep at Cornish College. This is where the chaos and MAGIC happens! Thanks so much for coming tonight I will explain the routines of our class and chat