Photo: Taiko Group at Japan Festival May 2019

Huntingdale Primary School

14 June 2019
Issue Nine
Principal and Assistant Principal's Page
School Council
Student News
Student Achievements 
Bulletin Board
Dates to Remember 
Huntingdale Primary School
03 9544 2318
Grange Street
Oakleigh South, Victoria, 3167

Principal and Assistant Principal's Page

Acting Principal’s Report

I hope you had a lovely long weekend. I enjoyed the time with my family by walking the “1000 steps”. I felt so grateful to be surrounded by nature, feeling the changes of the seasons and sharing the quality time together with my family.


State School Leadership Conference

I attended the 2019 Education State School Leadership Conference on 3rd June with Harada sensei. One of the workshops I enjoyed most was “The power of Student Voice”.


The 3 components of student voice

Sharing thoughts, ideas, and opinions that are genuine in an environment underpinned by trust and respect.

↓                      ↓

Offering realistic suggestions and expectations for the good of the whole.

↓                      ↓                      ↓                     

Accepting responsibility for not only what you say but what needs to be done.


The Power of Student Voice -Students’ Disco

Our SLC students ran a Students’ Disco on 30th and 31st May as a fundraising event for MS. I believe this event was testimony of our student voice. SLC gathered ideas from each class and considered all suggestions before deciding on a disco.   They put so much effort and time toward this event to make sure all students had great time.


I have talked with the Community Captains and some SLC students about what they have gained from this learning experience. They were so proud of their achievement and growth as leaders. Our Community Captains have written a report which is included in this newsletter and we invite you all to read about their efforts.


The teachers who visited the disco were all so impressed.  Their comments included:


“If anyone was down to see the disco, you would agree with me that it was a fantastic opportunity for the grade 5/6 kids to mingle with one another.”


“The excitement and laughter, singing and dancing (more like jumping up and down I believe is today’s dancing!!) and pumping music got everyone’s heart racing. The kids thoroughly enjoyed themselves (some were even sweating) and the leaders who ran it, are a credit to themselves.”


But of course we all know, all these things just do not happen on their own.  Thanks to Ms Wood for coordinating that wonderful experience for the kids and doing all the work behind the scenes. Well done to our SLC and Ms. Wood


Kid’s Fun Day on 16th June

Watashi mo (our Parents’ Association) is working so hard on the upcoming Kid’s Fun Day on 16th June (this Sunday).   It sounds like a great day with lots of kid’s activities planned including a jumping castle, bubble soccer, flea market, fire engine, family photo booth, food stalls etc.  One of the activities they are preparing is “Kid’s on Stage”. Ms Jacqui Pritchard is organising the auditions and the program for the day. Miss Wood and Mr Tolliday have been supervising the auditions during lunch time.  I hope many families will turn out on the day and enjoy the great event.      

This is a great opportunity to come along and meet up with other families as well as have some fun and relaxing family time.


Homework Club

We have started a “homework club” on a Wednesday during lunch time. Children can bring their homework in either Japanese or English if they are looking for support/assistance. Thank you Mr Tolliday for coordinating this activity.


Request for Homestay Families

Thank you very much for many parents showed their expression of interest to host students from Japan. Once we know more information, we will contact you.

If you are still interested in hosting 2 students as back up, please speak to Gill in the office. To assist with associated expenses, there is a payment of $45 per night per student.


Student Support Reminder

One of my main roles here at school is to coordinate the student support services in the school- academic, social and behaviour services. This includes programs we offer ‘in house’ as well as external services provided by the Department of Education and other external agencies.


Generally the process happens in the following way:

  1. A teacher may have a concern about your child and will discuss it with you or you as a parent may have concerns about your child which you discuss with the teacher.
  2. These concerns are then usually discussed with me so a decision can be made on which service would be the most appropriate for your child. Permission forms are then signed.
  3. Contact is made with the service provider who will then discuss the referral with parents and/or the teacher.
  4. A decision will be made on what sort of support the child will need. This could be an assessment, therapy, home program, referral to another agency or in school support.

This process is confidential and only the key stakeholders - myself, the classroom teacher/s and the service providers - have access to the information.


Often a parent will show concerns about other children in the school. We as a school cannot discuss the educational, academic or social circumstances of other children who are not your own or detail support services they may be accessing. This is confidential.  Please be rest assured that all efforts are made to support students in the school as much as possible.


Better Place Australia

Desiree Temling from Better Place Australia offers the counselling service at our school on every Thursday. Flyers and further information can be located at the school office. If you have any questions about this service please come and see me.

Naomi Mori-Hanazono

Acting Principal

School Council

Huntingdale Primary School:
The Language Lighthouse

It is with great excitement that the School Council and Future Directions would like to introduce Huntingdale Primary School’s vision to be “The Language Lighthouse”. 


This Vision helps support the School’s Strategic Plan 2017-2020 in our key improvement priorities of Excellence in Teaching and Learning, Professional Leadership, Positive Climate for Learning, and especially Community Engagement in Learning.    It is the culmination of numerous engagement sessions with the School Council, the various School Community Subcommittees, the School staff through the Engagement, Student Wellbeing and Achievement Teams, and the Student Leadership Council.


The objectives of the Vision are to:

  • Support the School’s Strategic Plan 2017-2020
  • Provide enhanced opportunities for HPS students
  • Enhance community resources and strengthen community pride
  • Optimise the opportunities with the School Master Planning process
  • Encourage investment into our school from government and private enterprise

The Language Lighthouse Vision is centered around 4 Language Lighthouse Moments.


  1. Language Journey Precinct
  2. Our Sustainable Future
  3. Communicating Diversity
  4. Innovation Incubator


For each of the Language Lighthouse Moments, we have prioritised three Language Lighthouse Initiatives as shown in the graphic.  Look out in the coming newsletters as we shine a spotlight on these Language Lighthouse Initiatives and let you know ways to be involved.


School Council sub-committees


Did you know that in addition to the School Council, Huntingdale Primary School has a number of sub-committees, which comprise of parents and staff and have a particular area of focus?


Beginning this week, the following three sub-committees will provide regular updates via the newsletter:

  • Education and Future Directions Sub-committee
  • Sustainability and Grounds Sub-committee
  • Community Links Sub-committee


The sub-committees meet monthly.


Parents are welcome to join any of the sub-committees at any time – please contact the school office if you’re interested in joining a sub-committee or would like to sit in on a sub-committee meeting just to learn more about the committee’s work. Being part of a sub-committee is a great way to contribute to the school, have a say in the school decision-making, and meet other parents.


Education & Future Directions (E&FD) Subcommittee update


You may have heard the exciting news in the recent State Budget that Huntingdale Primary School has been allocated $5.033 million as part of the Permanent Modular School Buildings Program.  These funds are in addition to the $400,000 for our oval redevelopment and master planning funding that was allocated to our school in the last budget.  It is fabulous to see the State Government addressing the concerns of the school community by investing in our school buildings.


Ruth, Naomi and Chris will be meeting with the Victorian Schools Building Authority Project Manager in June/July to understand the next steps of the process, as well as with our State Government representatives, Steve Dimopoulos MP (Member for Oakleigh) and Heang Tak MP (Member for Clarinda), as we look for continued support with our Future Direction objectives.  


As for an update on the Oval works, the E&FD Subcommittee and School Council are currently working through some further funding conversations with the Minister for Education and the Department of Education and Training to ensure we get the best oval we can for our children.  We hope to have more information soon so that we can share the oval design with the school community.  I hope you are as excited as we are!

Chris Leffler

School Council President


Four Easy ways to improve the way you discipline

By Jim Jackson

Jim Jackson and his wife, Lynne, are the co-founders of Connected Families, an organisation focused on helping parents discipline with love and purpose. They are the authors of *Discipline That Connects With Your Child's Heart.*


Karla was fed up with her son.

"Every day after school, he drops his backpack and goes straight to his computer," she told me. "When I confront him about playing games before doing homework, he melts down or storms off. So I've had to ground him from the computer. “Karla was exhausted and overwhelmed, searching for answers.

"This has to stop," she exclaimed. "He needs to learn!"

"What are you hoping he'll learn?" I asked.

"That we can't have so much disrespect!" Karla responded. "But the harder I try, the worse it gets. Sometimes I've been tough, taking away privileges. That just makes him mad. Other times I try diplomacy, or I'll let an incident slide, hoping he learns on his own. Nothing I do seems to connect with him."

Karla's experience illustrates the difficulties with discipline that many parents encounter. They bounce between two extremes when responding to misbehaviour: being domineering (charging in and controlling behaviour through aggression or threats of consequences) and being passive (giving up on some discipline issues because confrontation seems difficult). Yet neither controlling nor avoiding a child's misbehaviour teaches kids the necessary lessons of respect and responsibility. We may get the behaviour we want or a temporary illusion of family peace, but our children won't develop the ability to make wise decisions on their own.

Is there a better approach — one that allows us to reach our kids' hearts during discipline? I believe there is. As we correct our kids, they need to hear four important messages:


'You are safe with me'

To learn life's important lessons, our children must first feel emotionally and physically safe. When we charge into an interaction focused on the need to control behaviour, our children may see us as unsafe, particularly when we show anger. But when our kids see us as safe — safe to talk to about conflict, motivations and behaviour — they're more receptive to our love and guidance.

Sometimes in order to make progress, we need to step back for a moment and survey the situation. At times, that's a lesson I've learned the hard way. Whenever I stormed into the fray with my three kids, wielding the force of my agenda without surveying the field, I never made much progress. Most of the time, I lost mileage.

From this, I learned that when I wanted my discipline to connect, I had to do some preparation first. This might just be taking a deep breath and stepping away for a moment. Consider the goal of what you want them to learn as a future participant in a healthy community.

When we take a moment to manage our stress and emotions, the subsequent interaction with our kids sends a crucial message: "You are safe with me." This message establishes a foundation for the other messages.

'You are loved no matter what'

Does your discipline show love? As parents, we often think so. "It's tough love," we say. "Hurts me more than it hurts them."

There is some merit in "tough" measures as one part of loving discipline. But if that's all children receive, they'll miss the bigger picture for misbehaving people. Rarely is tough discipline delivered with forgiveness and grace. And even if we sincerely believe our discipline is done in love, our kids often hear a very different message. They hear, I'm a bad kid or I'm a problem.

Conversely, parents may try to show love by letting kids off the hook. There are sometimes good reasons for leniency. But if we habitually ignore misbehaviour, kids aren't held accountable for their actions.

Most parents recognise the importance of expressing love, but we miss many opportunities to show love when love is most needed. If we express love only when we like our children's behaviour, we show them conditional love. Our most powerful expressions of love occur when kids misbehave. It's the only time we can convince our kids that we'll always love them no matter what they do.

I sometimes ask parents to consider what it would look like if their moments of discipline were videotaped. If that recording were shown to a group of kids, with the volume off, what might they say it's like to be the child being disciplined? Body language, facial expressions, words and tone — these all give a set of messages to our children.

When children feel loved through touch, through listening ears, gentle words and empathy, they want to behave in ways that please the one loving them. When love like this shows up during discipline, rigid defiance melts like ice on sun-warmed pavement.

'You are called and capable'

Humanity has been created with unique capabilities to equip them for good works. When our kids misbehave, those gifts don't disappear; they just show up in selfish and unhelpful ways. Indeed, misbehaviour often involves some sort of gift that has gone skewed. Parents can either try to suppress the skill to stop the behaviour or redirect it for powerful purposes.

This perspective can help us form new attitudes in the moment of discipline. We can begin to see strengths that are concealed behind a child's misbehaviour. Behind whining is an element of persistence. Behind an argumentative child is confidence and unflinching honesty. Strong-willed kids may become great leaders. Other incidents may reveal glimpses of creativity and courage hiding behind the misbehaviour.

Affirming a child's strength when he or she has used it for negative purposes isn't easy. But it can be life-giving. We can focus on a child's potential more than on his failure — the potential to use a strength for good — and then hold him accountable for his decisions.

You might say: "I usually admire your persistence, and someday it will serve you well, but how you're using that strength right now isn't helpful. If you pause the game right now, you can play again after doing homework. If you don't, then you'll lose the privilege for the rest of the week."

These types of responses, respectfully delivered, open up new possibilities for guiding our children through behaviour challenges.

'You are responsible'

When consequences are needed we administer costly measures to the child, not with the belief that enough pain will lead to change, but knowing that learning to make wise and good choices can sometimes be painful. If they did something in an unhelpful or hurtful way, ask them to suggest and role play a response in a right or honouring way. We can ask several times in the hopes that they'll learn a helpful habit.

A critical part of discipline is helping kids recognise the natural impact of their decisions — to be drawn into the reality that "whatever one sows, that will he also reap!” When kids discover the actual results of behaviour (not the artificial results from adult intervention), they are often moved to repair what they've done.

So as parents, we first help them understand who was hurt or inconvenienced, or how some physical thing needs to be fixed. Then we help them figure out some ways to repair that. For example, when a child uses hands to hurt a sibling, he can make things right by using hands to help, perhaps by doing a chore for that sibling or maybe creating a card affirming the one he hurt. Or a child who has been warned several times about playing outside in socks without shoes may have to dip into her own piggy bank to buy replacements.

Well-administered consequences help kids feel remorse for what they've done but also experience an action that helps make things right. A child who refuses to finish chores gets privileges back when the chores are done —an extra chore added as well helps the child  to understand compensation for any inconvenience caused to others. A child who has lied helps create a practical plan to restore trust in her affected relationships.

A child's "gifts gone awry" is also a great way to repair the damage. If expressiveness was used to tear a sibling down, a consequence might be to have the child find ways to use that gift to build others back up, perhaps by sharing four encouraging and loving thoughts with his sibling. Over time, this strategy helps kids develop their own vision for using their gifts in honouring ways.

There are many possibilities, and this approach will likely take a unique shape as it plays out in your home. But the basics stay the same. Instead of being punitive, consequences should be constructive. And remember that even a constructive consequence imposed in a controlling or angry manner will not ultimately lead a child toward real heart change. Consequences rest on the foundations of safety, love and affirmation.

And even if changes in your children's behaviour come more slowly than you hope, you will still learn to be peaceful and confident in your efforts, driven more by what's best for each child than by the urgency of the moment. When we are grounded in this purpose, we're far better positioned to influence our children toward wiser decisions over the long haul.

© 2017 Jim Jackson. All rights reserved. Used with permission. From



Student News

MS Disco at Huntingdale Primary School!

  • On the 30th of May and the 31st of May, we had a school disco as a fundraiser for MS. We raised around $578.00 for MS research in Australia.
  •  In the planning stage, Miss Wood and the Community Captains discussed possible causes for a fundraiser. We decided on MS as a good cause for it. Then, we called on the rest of the S.L.C (Student Leadership Council) to decide what the fundraising event was going to be. Some possible options were a Dress-Up Day, a Walkathon, a disco and a Sports Day. We narrowed it down to two options, the Walkathon and the disco. The S.L.C had a vote, and the outcome was to have a disco. We then had to start coming up with ideas about the disco and how it should be planned out.
  • The 5/6 SLC were given the responsibility of planning the date, the time, the music, the food and the decorations each class was going to have. We had to make the decorations and listen to every single song, there were around a hundred songs that the classes requested. The time and date was also a challenge because we were planning to have it on the 29th May all day, but Ms Biddle said that it would disrupt class-time and that we’d have to make it at recess and lunch. We decided to create 2 new dates for the disco, the 30th of May and the 31st May. The form was changed multiple times because of the dates allocated but we finally made a form that was correct. The next ideas that came up was the food, as there are many allergies concerning food. We decided that the Foundation to Grade 4 would bring special food in their own lunchbox. The Grade 5s and 6s had the privilege to bring food to share with all the Grade 5/6s. They had to bring a form back confirming they were allowed to eat shared food and if not, they would not be permitted to eat food.
  • The decorations were managed by Lara O’Brien, a member of the Student Leadership Council (S.L.C) and collected a lot of decorations to put up to celebrate the disco. The music was the most challenging part because the amount of songs from all the classes was huge. Everyone decided to listen to songs and collect notes. They also checked if the songs were not clean, and if so, would change the song to another one that either the SLC or the class had chosen.
  • SETTING UP STAGE: On the Thursday morning prior to the disco, everyone came in and brought some beautiful decorations. The sound system was set up by the Assembly Team, we blew up the balloons, put up the decorations and created the eating area, the dancing area and the DJ area. We also decided on jobs to do around the disco like supervisors or DJ’s. A big thank you to Miss Wood, our wonderful SLC leader who has helped us through all of the stages from planning to setting up. This is what Miss Wood has to say about the disco. “I thought the SLC did a really good job on the disco. I gave them directions and they worked really hard to get everything done by the due date. The disco was a massive success! When we donated to MS research, they actually called the school and said thank you for donating to such a kind cause.” Overall, the disco was an innovative and creative success.

By Zach Servadei and Daisy Harvison

Community Captains


Student Achievements 

Emerson from 56M

Emerson competed for the Victorian State Team at the Australian Gymnastics Championship last week at the Melbourne Arena.  He competed in two individual events, U13's level 5 individual trampoline and U15's level 6 double mini trampoline.  He came away with a personal best, coming 2nd in Australia for Level 5 Individual Trampolining.



Bulletin Board


Monash Youth Survey

Monash Youth Services are currently encouraging all young people aged 10-25 who have a significant link to the City of Monash to complete the Monash Youth Survey.  The result of this survey will contribute to the Monash Youth Action Plan which guides the themes and actions that the City of Monash will take in response to the needs of young people in the community.


Everyone who completes the survey can go into the draw to win Beats Studio3 Wireless Headphones.  Competition and survey closes Wednesday 3rd July 2019.


This is the invitation for Grades 5 and 6 at Huntingdale PS to complete the short survey to ensure that they are represented in the data. 

The survey is available online at


Dates to Remember 

June 2019

Fri 14 - Grade 5/6 Interschool sports Winter Gala Day 

Sun 16 - Kid's Fun Day - 10am to 2pm

Tue 18 - Region Cross Country

Thu 20 - Southern Cross Recycling drive - 8.30am to 9.00am

Mon 24 - No Assembly - Reports to go home via parent portal 

Mon 24 - Grade 5 Science excursion to South Oakleigh College

Tue 25 - Parent-Teacher Interviews

Fri 28 - Last Day of Term 2 - 1.45 Assembly - 2.30pm finish

July 2019

Mon 15 - First day of Term 3

Sun 21 -  Working Bee - details to follow

Fri 26 - Curriculum Day - Students not required - All-Day Care available

Term Dates 2019

Term 1: 29 January (school teachers start) to 5 April


Term 2: 23 April to 28 June
Term 3: 15 July to 20 September
Term 4: 7 October to 20 December

Term Dates 2020

Term 1: 28 January (school teachers start) to 27 March * 
Term 2: 14 April to 26 June 
Term 3: 13 July to 18 September 
Term 4: 5 October to 18 Decembe

Click here to see Term Dates up to 2025








メルボルン大学アジア研究所 豊田悦子 

[email protected]  0481-735-029



Huntingdale Primary School