Photo: Some of our Year 5/6 students departing for the nine day Somers Camp Experience

The Lyrebird Word

06 March 2020
Issue Three

 

 

Principal's Message
Calendar of Events
Student of the Week Awards  
Curriculum- Teaching and Learning
Foundation 
Year One
Year Two
Year Three/ Four
Year Five/ Six
Health & Physical Education
Languages- Japanese
Performing Arts
Visual Arts
Student Voice
Extend- Out of School Hours  
PTA- Parent Teacher Association
UNIFORM SHOP 
Community News
Upwey South Primary School
(03) 9757 0200
91 Morris Road
Upwey, Victoria, 3158
AU

Principal's Message

School Council News

Casual Vacancy- Parent Position Available on School Council

Firstly, we would like to acknowledge and thank members of our school community who have thus far nominated for the casual vacancy which exists. 

Nominations are still open for parents who are interested. 

The names of interested parents will be presented to School Council at the March 23rd meeting, with interested parents being contacted following this date. 

Please see below information which was contained in the previous edition of our newsletter: 

Due to a change in circumstances, our School Council currently has one parent position which is open to a casual vacancy

Please note that DET employees are unable to nominate for a casula vacancy in this current round (due our School's Schedule 7 membership table). 

A casual vacancy arises when a Council member is unable to complete their elected tenure, therefore, the position becomes available as follows: 

- Casual vacancies are to be filled by co-opting persons to the relevant membership category.

- Persons are eligible for co-option to the categories provided they are eligible to be elected to the relevant membership category.

- Any person who fills a casual vacancy serves the unexpired portion of the vacating member’s term of office.

Source: Department of Education and Training (DET) Principals Guide to School Council Elections- 2020

There is no election process required for the fulfillment of a casual vacancy. Instead, School Council shall look to fill the position with a skill-set which balances and improves the overall effectiveness of Council. The selected parent member will serve their term until March 2021. 

 

Should you be interested in being co-opted for the above casual vacancy please send an email by Monday 16th March to: 

Damien Kitch- Principal/ Executive Officer of School Council

kitch.damien.p@edumail.vic.gov.au

 

Upwey Mens Shed (UMS) Proposal- 56 Griffiths Road, Upwey

You may have heard murmurs across our community regarding the establishment of an Upwey Mens Shed at 56 Griffiths Road, Upwey. 

Some members of our community may already know of this proposal, whereas for others this may be the first time you have heard of it?

In short, Yarra Ranges Council is considering a submission from UMS to establish a facility on the above mentioned block.

The process regarding the UMS proposal is being overseen by Yarra Ranges Council, with the public submission process having recently closed,  culminating at a Public Submission Meeting on the evening of Tuesday 25th February. 

At the meeting on 25th February, there was ambiguity as to the position and input from the School. 

Please be aware that the school has not stated a formal position, and has sought an extension from Council to garner the input of our School Community. 

Once the Principal has been contacted by Yarra Ranges Council, information will be shared with our school community. 

Keeping Aware of Information Relating to School

As a school we work hard to keep our families informed of happenings across the school. We acknowledge that receiving information in a timely and consistent manner can help to alleviate the pressures which come from managing a busy family calendar. 

Communicating via Compass

All of our school notifications are sent via the Newsfeed within the Compass app. There is also a calendar of events within the app, which sends push notifications to users to remind them of school events. 

 

In 2020, we are also utilising Compass for families to consent and pay in order for their children to take part in school events. The uptake and comments from families thus far is that it is so easy to do, and helpful to be able to consent at the push of a button. 

 

In order to filter notifications which are received, you will notice that we send out notifications which are year level specific. This means that sometimes not all notifications are sent to all year levels. 

Calendar of Events

Helping our School Community to be engaged.

Please note: The events listed  in the table below are for Term One only.

Additional events for 2020 will be published at the commencement of each term (with some important dates already listed below to assist with your calendar). 

Events will continue to be included within the Compass Calendar, and provide you with push notifications. 

Term One 2020 Events for your Calendar

 

Date Event
Monday 9th March Public Holiday-Labour Day
Wednesday 11th March JMSS - Robogals
Friday 13th March

Years 3-6 Region Swimming - Qualifying students

Years 1/2 MCG Excursion

National Ride to School Day

Monday 23rd March

Years 3-6 Athletics Day - Kings Park, Upper Ferntree Gully

School Council - 7pm

Years 3-6 District Tennis - selected students

Wednesday 25th March JMSS - Maths/Science/Robogals
Thursday 26th March Inquiry Expos - Whole School
Friday 27th March Last Day of Term 1 - 2.30pm dismissal
Tuesday 14th April First Day of Term 2
   
   
Advanced dates for you calendar Events
Monday 19th-Wednesday 22nd October Year 5/6 Camp - Campaspe Downs
Wednesday 28th-Friday 30th October Year 3/4 Camp - CYC City Camp
Curriculum Days - 2020  
Friday 1st May (Term 2, Week 3) Focus: Berry Street Module 3-4 Stamina & Student Engagement
Friday 5th June (Term 2, Week 8) Focus: Resourcing for Effective Literacy Numeracy within the classroom
Friday 7th August (Term 3, Week 4) Focus: Berry Street Module 3-4 Stamina & Student Engagement
   

Student of the Week Awards
 

Congratulations to our students for their Positive Learning Behaviours

Each week at our Monday afternoon assembly, staff present a student of the week award.

Student Positive Learning Behaviour
 Amelia

Amelia you are such a wonderful role model in our class. You always demonstrate kindness and respect to others. Your work is presented beautifully and you put in 100% effort in all areas of your schooling. Keep up the great work!

Jessica Congratulations Jess on a positive and respectful start to the school year. You have shown dedication to all areas of your work and consistently approach tasks with an 'I can' attitude. Well Done!
Abigail Thank you Abi. You have been so kind, thoughtful and caring. Your teacher and class mates have really appreciated this. And your homework was outstanding this week.
Evie For demonstrating resilience and courage when faced with a challenge, It was great to see you problem solving and bouncing back.
Vyom Congratulations for your outstanding effort in Performing Arts this week. You have an exceptional understanding of beat and rhythm and join in with confidence and enthusiasm. Keep up your positive approach to learning.
Chevelle For coming into P.E. and consistently demonstrating our 3R's. Your ability to follow instructions the first time and participate in each activity to your absolute best is a delight to watch. You possess a great understanding of how to move your body through motion even when asked to play small team games. Well Done!
Keira Congratulations Keira for receiving Student of the Week. You are a wonderfully helpful student. You are kind and caring 1A is lucky to have you as a class member.
Lillie Congratulations on an amazing Term 1 so far. You should be very proud of your ability to stay focused. You have a POSITIVE attitude towards your learning and you are showing RESPECT to others around you. Well done Lillie.
Olivia A terrific start to 2020. You are always respectful, kind and friendly to teachers and other students. You have a positive approach to your schoolwork and always give your best effort. Mrs Hall is very proud of you and feels so lucky to have you in our class. Keep up the great works Olivia!
Maya For demonstrating learner RESILIENCE with a positive mindset and enthusiasm. Congratulations for actively participating in the discussion about multilingual brains and language learning. Fantastic!
Matilda For being an exceptional role model by displaying full body listening. Matilda demonstrates respect for herself and others. She uses her talk moves to communicate and is polite to all members of the class. Well done Tilly!
Lucas For using a growth mindset during our Math lessons. Your positive attitude and enthusiasm helped you reach the goal of counting and sorting numbers to 20. Keep up the great work Lucas!
Isla Isla, you are always willing to take on a challenge. You show positivity and respect towards others at all times. You always take responsibility for your learning and you lead by example. You are always resilient and Miss Tilley is so proud of you! Well done Isla!
River  Congratulations River on your wonderful improvement in demonstrating respect in the classroom. You consistently use Talk Moves and offer valuable and interesting insights during class discussions. You have also worked hard to improve your handwriting! Keep it up!
Aiden For showing a positive attitude toward classmates, school staff, learning and school. Aiden has been a resilient learner, continuing to try his best in all classroom activities. Great effort, Aiden!
Mitch Congratulations Mitch on your ability to remain on task and take pride in your learning. Your increased stamina and ability to maintain a positive mindset is amazing. Keep up the great work. I am so proud of you.
Hannah Congratulations Hannah on a positive and respectful start to the school year. You have shown dedication to all areas of your work and consistently approach tasks with an 'I can' attitude. Well done!
Lara For demonstrating learner respect, responsibility and resilience in the senior school. Your Donald Trump cake for a home learning task was sensational and creative. Lara you have been actively involved in extra curricula activities Keep up the great effort.
Ruby For demonstrating kindness and responsibility when working with peers in the classroom. It is so great to see you peer-teaching and taking on that role.
Elliott  For demonstrating learner RESILIENCE when he faced a new challenge. Congratulations for putting a lot of effort into learning the new sentence to tell the time in Japanese. Great work!
Maya You consistently display our school values of respect, responsibility and resilience in all areas of your learning. Your persistence and dedication are to be commended, especially during handwriting lessons. Well done Maya!
Students of 1A Congratulations to all the students of 1A for showing the 3R's while Mrs McQueen was absent.
Mikayla A terrific start to 2020. Thank you for always trying your best on all activities in class. You take responsibility for your own learning and are always willing to assist others you are a great role model for your classmates. Keep up the great work Mikayla!
Isla For being a wonderful, happy and helpful class member. You consistently show positive behaviours for learning and you are always keen to take on extra learning challenges. Well done Isla!
Leigh You consistently demonstrate our school values both in and our of the classroom. Congratulations on completing all of your work to a high standard and helping others in the classroom.

Curriculum- Teaching and Learning

School Wide Teaching and Learning

In each edition of our school newsletter, we share with our community an insight into the curriculum being taught within our classrooms. This reflects our school's strong focus upon continuous improvement. 

Each edition covers a different area of the curriculum, and is supported by our school-wide approaches to teaching and learning. 

John Monash Science School Partnership

Each year, we are fortunate to take 12 Year Six students to JMSS in the first half of the year, during which time our students engage in a series of VCE level learning tasks. Please refer to last week's newsletter (Year Five/ Six section) for details on the program. 

Yesterday our "Robogals" had their first session which involved working with EV3 Robots and using block programming to take part in a "RoboSumo Competition".

 

Check out below the experiences from our first few sessions. 

 

 

Social-Emotional Learning Across our School 

In this edition of the newsletter, each Level Leader provides our families with information as to how the Berry Street Student Diaries are being utilised to support our students and their "Ready to Learn Plans". 

This is linked closely to our school's Guiding Principles, which underpin our School Philosophy. 

 

Guiding Principles

The underpinning of our School Philosophy

Evidence-Based Learning

We deliver evidence-based learning for our students by actively engaging in professional learning, maintaining up-to-date assessment data, accessing reliable sources of professional information, utilising the School’s Data Centre to document achievements, actions, and evidence through school-wide data tools.

 

Consistency

We work as a school-wide team of professionals to provide consistency in daily routines and structures for our students.

 

Predictability

The actions of the adults in our school are predictable, compassionate, calming, and supportive at all times.

 

Orderliness

We provide our students with an orderly learning environment, which is free of clutter, reflects current student achievements, and promotes a collective responsibility for shared learning spaces.

 

Reinforcement of desirable learning behaviours

We work hard to acknowledge on-task learning behaviours, and encourage students to regulate their learning through the Berry Street Educational Model.

 

Responsiveness

We act promptly to support all students, staff, and community members, through providing timely information. We take action with a positive mindset, informing relevant others of our actions, and promoting a collective responsibility for student learning.

What's the Curriculum focus coming up in the next edition of the newsletter?

In the next edition of our newsletter, we will be sharing information on how we are improving the teaching and learnign of Mathematics across our school. 

Foundation 

Social-Emotional Learning in the Foundation Classrooms
 

As we enter the second half of Term One, our Foundation students have settled into the daily school routines. We have been focussing on promoting positive "classroom norms" and have been holding meaningful discussions to look at "Big Emotions and Reactions".

 

Throughout these teacher-led discussions, we have been covering concepts such as: 

  • Introduction to big emotions (excited, sad, frustrated, angry, etc)
  • Developing an understanding of their feelings and emotions (scaling our reactions)
  • Investigating personal reactions to feelings and emotions (what does your body tell you?)
  • Investigating de-escalation strategies and referring to classroom posters for direction
  • Discussions around the use of the "calm corner" to assist with de-escalation
  • Developing an understanding of what it means to have "positive behaviours for learning" by showing respect, responsibility and resilience.

Through the use of weekly Buddy sessions with our Year Five students, we have been engaging in proactive relationships across our classrooms. Please see attached below some photos of our learning tasks. 

Berry Street Student Diaries

The use of our Foundation student diaries will be integrated into the Buddy sessions in Term Two, where Year Five students will mentor/peer teach foundation students the Berry Street concepts/strategies. The diaries will remain at school in their tubs to be used at this time. 

 

Year One

Social-Emotional Learning in the Year One Classrooms

 

Across our Year One and Year Two classrooms, we are taking a complementary approach to the use of the Berry Street Diaries to support social-emotional learning. 

Firstly, we are utilising the diary to encourage the recording of nightly reading. Students are encouraged to read with a parent or carer. Parents and carers can write a positive comment about their child’s reading. Then those diaries are brought in once a week to be checked by their classroom teacher.

 

As the diaries are related to the Berry Street Model, we encourage our parents and carers to look over the pages of information with their student as it complements and consolidates the learning we have been doing in our classrooms; which in Term One is based around emotions and feelings.

Throughout these teacher-led discussions, we have been covering concepts such as: 

  • Introduction to big emotions (excited, sad, frustrated, angry, etc)
  • Developing an understanding of their feelings and emotions (scaling our reactions)
  • Investigating personal reactions to feelings and emotions (what does your body tell you?)
  • Investigating de-escalation strategies and referring to classroom posters for direction
  • Discussions around the use of the "calm corner" to assist with de-escalation
  • Developing an understanding of what it means to have "positive behaviours for learning" by showing respect, responsibility and resilience.

 

Year Two

Social-Emotional Learning in the Year Two Classrooms

Across our Year One and Year Two classrooms, we are taking a complementary approach to the use of the Berry Street Diaries to support social-emotional learning. 

 

Firstly, we are utilising the diary to encourage the recording of nightly reading. Students are encouraged to read with a parent or carer. Parents and carers can write a positive comment about their child’s reading. Then those diaries are brought in once a week to be checked by their classroom teacher.

 

As the diaries are related to the Berry Street Model, we encourage our parents and carers to look over the pages of information with their student as it complements and consolidates the learning we have been doing in our classrooms; which in Term One is based around emotions and feelings.

 

Throughout these teacher-led discussions, we have been covering concepts such as: 

  • Introduction to big emotions (excited, sad, frustrated, angry, etc)
  • Developing an understanding of their feelings and emotions (scaling our reactions)
  • Investigating personal reactions to feelings and emotions (what does your body tell you?)
  • Investigating de-escalation strategies and referring to classroom posters for direction
  • Discussions around the use of the "calm corner" to assist with de-escalation
  • Developing an understanding of what it means to have "positive behaviours for learning" by showing respect, responsibility and resilience.

 

 

 

Year Three/ Four


Social-Emotional Learning in the Year Three/ Four Classrooms
 

How are the Year Three/Four students using their diaries?
The students in the Year Three/ Four level are required to have their diaries at school every day. They utilise the diaries for a range of purposes. Important dates such as swimming, excursions and sports days are recorded by students within the diary as well as any reminders given to students. We look at the important dates in the newsletter and add these to our diaries. This is an important organisational skill.  

The Berry Street Model Diary also replaces the Reading Log. Each night a student reads, they should be logging the title and author of the text.
In the notes section towards the back of the diary, parents/ carers can find the log-in details for a range of websites, such as Mathletics and Essential Assessment.
 
Berry Street Education Model
The student diaries offer a range of learning tasks to work through and explore, both individually and as a whole class. During Circle Time, we explore concepts that directly link to the Berry Street Education model.

This week we looked at ways to calm ourselves down and prepare ourselves to be "ready to learn". One strategy which has been popular for use with our students this week, is to trace around each finger. Whilst traveling up the finger we breathe in. Whilst circling down the fingers, we breathe out.


A big focus over the last few weeks has been understanding what it means to be ready to learn. What does it look like, feel like and sound like?

We are starting to be aware of external and internal factors that can have an impact on whether we are ready to learn. Sometimes we need some time away from others to calm down. Each of the Year Three/Four classrooms has a "calming corner". These areas may consist of mindfulness colouring, squeeze toys, or kinetic sand. Students can use these tools to calm down and move into the "ready to learn mode".
 
We encourage parents to regularly look through the diary with their child to discuss important upcoming dates, and read through some of the strategies and activities linked to the Berry Street Education Model.

Photo: Students utilising their Berry Street Diary to manage their learning

Year Five/ Six

Photo: Students utilising their Berry Street Diary to manage their learning

Social-Emotional Learning in the Year Five/ Six Classrooms

This week, we will be sharing information regarding how families can use the information contained within our Student Diaries to stay connected with what's happening across the school. 

 

How are the students using the diaries in class?

Our Year Five/ Six students are currently developing organisational skills in using their diaries on a daily and weekly basis. Each week the three classes dedicate time in class to allow students to write in their diaries any important school and personal dates and events that they need to remember.

 

We are building skills in noting what activity is occurring, where it is happening, times that are being used and any extra information which students need to remember (cost, equipment etc.). At this stage in our student’s education we are aware that they need to develop sound organisational skills ready for Secondary school.

 

How are the students using the BSEM activities in the classroom?

Part of the school student diaries include sections that link directly to the Berry Street Education Model. These focus on students being able to identify their personal emotions and reactions to many different situations over the course of a day.

 

Students have been developing a "Ready to Learn Plan", highlighting escalation signs and being able to map the source of their stress. Students are then working towards developing strategies and skills in self-regulating and bringing their attention and focus back on what is happening to them.

 

In all senior classes we have a "Calming Corner" which allows students to refocus on their breathing, self-regulation, and increase their readiness to learn. 

 

What can you do at home to stay connected to our school?

Parents can use the diaries in many different ways.

 

Firstly, parents can use it as a conversation starter with their child with events that are occurring at school and what is needed for the child to be organised.

 

Secondly, parents can use it to communicate with the classroom teacher, if any family events are occurring or if something needs to be explained in more detail.

 

Finally, parent can use the BSEM activities as part of whole family discussions. They may suggest strategies that the children can use both at home and at school to self-regulate their behaviours and emotions.

 

Using the same language at school and at home has huge benefits for our students as they see it as a three way relationship.

 

We encourage all parents/carers to have a look through these diaries and engage in conversations about their child's social-emotional development.

 

 

Health & Physical Education

Communicating with the Specialist Team

We look forward to partnering with you in 2020, and welcome your input:

Justin Scicluna (Health & Physical Education) Scicluna.Justin.M@edumail.vic.gov.au

 

Learning Focus

Foundation: Students in the Foundation area have progressed with developing their fundamental motor skills. We have extended their learning to incorporate small relay games, team based movement activities and they have undertaken their first health component which was connected to the human body.

Year One-Two: The children in these year levels have continued to practise the underarm throwing skill. They have moved into using the skill through small team games such as beat the ball and the Indigenous Game Borna Jokee. We have also looked at progressing to using the overarm throw and applying the strongman and girl. The students completed their first portfolio task which was connected to the Indigenous Sporting Culture.

Year Three- Year Six: The students in these year levels have been fortunate enough to complete a three week Rugby program delivered by a coach from the Melbourne Storm. The school received a grant from Sporting Schools which helped fund the program. The students learnt the basic skills involved with Rugby League which allowed them to progress to playing a proper game of Rugby (no tackling). The children thoroughly enjoyed the program and now have the opportunity to enrol into a League Stars Program in Term Two which will run after schools at a cost of $49.

National Ride to School Day

You may have noticed an increased amount of students who are riding their scooters or bikes to school, which is a great way to engage in physical activity. 

We have also been very proud to say that our students have been increasingly aware of how to be responsible users when inside our school grounds. 

Please see below an upcoming date, which we are promoting across our school. 

 

Swimming Carnival Updates
 

District Swimming Carnival

Twenty of our students represented our school at the District Swimming Carnival at Belgrave Outdoor Pool. It was a fantastic day result wise, as every single student not only won a place ribbon but also progressed through to the Division Stage. This is an enormous effort and something everyone can be very proud of

Division Swimming Carnival

What another fantastic day for our school at the Division Swimming Carnival. We had fourteen students represent our school which was kicked off with a 3rd place in our 9-13 Medley Relay.

 

Both Will Cand Evie E placed 3rd in their individual Freestyle Events. Kynon V came 2nd in his Freestyle event which was fantastic to watch.
We moved on to the Backstroke events where Will placed 2nd and swam beautifully followed by Kynon who placed 1st in a tight race.

Finally came our Freestyle Relays where we saw some amazing results. Our 9/10 Boys placed 1st, 9/10 Girls 3rd, 11 Boys 2nd, 11 Girls 1st and 12/13 Boys 3rd.

Next is the Regional Carnival on Friday 13th March at Aquanation where nearly all of our competitors at the Division Stage Progressed through to.

Well done Upwey South!!

 

To come away with every student being awarded a place ribbon on the day was another fantastic result. The highlight of the day was the team spirit shown by all of our competitors.

Upcoming Sporting Dates

  National Ride2School Day 13/03/2020

   Level 3-6 District Tennis 23/03/2020
  Level 3-6 School House Athletics Carnival 23/03/2020

  Upwey South School Cross Country Event 17/04/2020

Languages- Japanese

Communicating with the Specialist Team

We look forward to partnering with you in 2020, and welcome your input:

Sensei Masae Uekusa (Japanese) uekusa.masae.m@edumail.vic.gov.au

In the next edition of our newsletter, we will provide you with an overview of the curriculum focus for each level across our school. 

2020- Japan hosts the Olympics!

This year is very exciting for Japan, as they will host the Summer Olympics from Friday 24th July- Sunday 9th August. We are also very excited as a school, because the time difference between Australia and Japan is minimal. For information on this exciting event visit: https://www.olympic.org/tokyo-2020

 

An overview of our Learning

As a Japanese teacher, I am very fortunate to be working across three of our local schools; as part of the Dandenong Ranges Japanese Network.

The three schools I am based at are Upwey South PS, Upper Ferntree Gully PS, and Tecoma PS.

Below is an overview of what our students will be learning in the coming weeks.

 

Foundation:

The students are going to learn the rest of the 10 colours (purple, black, white, orange, pink and brown) using the original sign language.  In addition, they will continue to practise to respond to the question “Genki desu ka? (How are you?)” choosing from the 4 options.  They have been enjoying the colour game and singing the greeting song.   

 

Year One and Two: 

The students are getting used to address their food preferences by applying the sentence “…ga suki/suki janai desu ( I like/don’t like…).”  They are going to learn family members through the famous Ghibli movie ‘TOTORO’ by comparing the difference when they call their own family members directly and when they refer them to others.   

 

Year Three and Four:

In the game unit, the students are going to learn how to tell the time in Japanese by revising the Kanji numbers.  To consolidate this, they will play a Kahoot! game or a digital wheel bingo game. This is going to be a fun lesson!

 

Year Five and Six:

The students are going to ‘time-travel’ to Edo period Japan and learn about the people and culture of this traditional and most iconic era.  They are going to take a mini quiz to check their own understanding of the lesson.   

 

 

Performing Arts

Communicating with the Specialist Team

We look forward to partnering with you in 2020, and welcome your input:

Penelope Lang (Performing Arts) lang.penelope.l@edumail.vic.gov.au

In the next edition of our newsletter, we will provide you with an overview of the curriculum focus for each level across our school. 

An Overview of our Learning

Victorian State Schools Spectacular (VSSS)

Last Thursday, we were very excited to welcome several schools (Tecoma PS, Emerald PS, Macclesfield PS and Selby PS) to our first rehearsal for the Victorian State Schools Spectacular (VSSS) mass dance. Our 16 dancers (from Year Four/Five/Six) joined 64 other students to learn four dances in preparation for the September performance. We were very lucky to be joined by Briellyn (ex USPS student) who assisted with the choreography. Brie will be a principal dancer in VSSS 2020.

Please note, Choir rehearsals for VSSS will start at the end of March.

Hamer Hall Youth Concert

Please check Compass (Year Four/Five/Six singers) if you are interested in performing at Hamer Hall for the NEVR Youth Concert. Expressions of interest are required as soon as possible. This also extends to musicians. See the poster outside my room for more information, or refer to the attachment below.

Performing Arts (Weeks 5 & 6)

Foundation:

The students continued to explore the musical elements of beat and rhythm through song. We sang ‘One finger one thumb’, ‘She’ll be coming round the mountain’ and ‘Hot Cross Buns’. We played the music memory game ‘Rock Star’ and began to explore our ‘drama voices’ using a microphone to speak slowly and clearly.

This week we watched “The Music Show” episode on ‘Tempo’ and the students were introduced to the words ‘Largo’ and ‘Presto’. The students then used various percussion instruments (tambourines, rhythm sticks, djembes and maracas) and followed the conductor who varied the tempo.

 

Year One and Year Two:

The students used graphic notation and music symbols to clap and say rhythmic patterns. We used syllables in words and matched these to various notes of different lengths. The Year Two students started to explore ‘time signatures’, ‘beats in a bar’ and ‘musical rests’.

This week we began to write our own rhythmic patterns using a rhythm clock. The students then broke into smaller groups to explore this idea. Keeping a steady beat (whilst performing a rhythm) still has its challenges. We will start to introduce varying tempo too!

 

Year Three and Year Four:

We revisited our school wide positive behaviours for learning and discussed what respectful learners look and sound like in Performing Arts lessons. The students used their knowledge of rhythmic notation (Ta, Ti-ti and Za, Ta-a) to follow and echo rhythmic patterns in small groups. We discussed musical notation, note values, beats in bars, bar lines and repeat signs.

The students completed an assessment task on Beat and Rhythm and began to write their own compositions using four beats in four bars of music. Students who read music already had the option of writing a pitched piece of music. These will be performed to the class.

 

Year Five and Year Six:

The students have begun researching their chosen artiste for their ‘Music Poster Project’.  I have been so impressed with the variety of musical taste. We will soon be seeing posters about Johnny Cash, Ray Charles, Imagine Dragons and many more. I can’t wait!!! Students have until the end of week 7 to work in class and then the posters must be finished in their own time. They will present them in Term 2, week 1.

 

We are starting a School Band!!!
 

Dear Upwey South Parents,

It has been a dream of ours for quite some time to start a Year Five/Six band at USPS. We have many talented musicians and a passionate team of instrumental teachers. We are really hoping to start our school band in Term Two. We do, however, need some additional musical instruments and equipment before we can get started. We are calling on anyone who might be able to donate any of the following to the school.

Here is what we need:
Electric Guitar 
Bass Guitar 
Guitar Amp 
Bass Amp
Mixing Desk - 12 Channels or More
Guitar Stand Rack or 3 x Individual Stands
Vocal Mics x 4
Mic Stands x 4
XLR Leads x 5
Guitar Leads x 5

We thank you kindly in advance for your donations!

Penelope and the Groove Foundations Team - Jordan, Jed and Amaris

Visual Arts

Communicating with the Specialist Team

We look forward to partnering with you in 2020, and welcome your input:

Samantha White (Visual Arts)  White.Samantha.L@edumail.vic.gov.au

In the next edition of our newsletter, we will provide you with an overview of the curriculum focus for each level across our school. 

An Overview of our Learning

Foundation
Over the last fortnight Foundation students have been drawing self-portraits, which they added to the rainbow they painted the previous week. These are on display in the Visual Arts room. This week students listened to the picture story book “Amelia Ellicott’s Garden” and then they created prints of a garden scene.

Year One and Year Two
Over the last fortnight students used their underwater backgrounds, and created a collage of a seahorse. Some of these are on display outside the library. Last week students worked on line drawings of the sun, which they then covered in primary colour dyes to make a variety of primary and secondary colours. Some of these are on display outside the Visual Arts room.

Year Three and Year Four
Students used tissue paper of different shades of blue and green to create an underwater background for the fish prints they created in the previous session. A selection of these are on display outside the library. Last week students explored a variety of mandalas, and then used silver markers on black paper to begin to create patterns and designs for their own mandala.

Year Five and Year Six
Students have used the last fortnight to finish and display their birds which used lines and patterns. Students were encouraged to create their own designs to add to their birds. A selection of these have been put on display outside the Visual Arts room.

 

Streeton Art Show

Upwey High School and Upwey Primary School are running a Festival Day on Saturday 14th March from 9am – 3pm to celebrate the education on offer at Upwey High School. An exciting part of this festival, is the annual "Streeton Art Show". 
 
The Streeton Art Show organisation are running an Art Competition, the entries of which will be on display on the day of the festival!
 
The competition will run in the following areas: Prep section, Year 1- 3, Year 4 – 6, Year 7-9 and Year 10-12. There is no limit on the type of art work that is entered.
 
If you are interested in entering, please speak with Mrs White for more information. All entries will need to be brought to the Visual Arts room no later than Thursday 12th March.

We will need parent assistance on Friday 13th March to set up the display at the high school.

If you are able to help out, please contact me at the school on 9757 0200 or on White.Samantha.l@edumail.vic.gov.au

 

Student Voice

National Day of Action Against Bullying and Violence- Harmony and Kindness

​​​The National Day of Action against Bullying and Violence (NDA) is an important day to mark Australian school communities standing together against bullying and violence. In 2020, the date for schools is Friday 20 March 2020.

Throughout 2020, our school's SWPBL Leaders (Teagan W, Frankie A, Maya B, Zane W) will be working with a team of teachers to promote "kindness" and "acceptance of others" across our school. 

The first action which our student leaders have undertaken is to check that the shared learning spaces in each year level have posters up advertising "Bullying. No Way!". They are also researching the NDA website to look at activity ideas and resources to help ensure a fantastic day of positive action. 

To check out some of the ideas and events visit: https://bullyingnoway.gov.au/NationalDay 

 

In celebration of promoting "kindness", our School Choir will also be singing a "Harmony Day" song at our school-wide assembly on Monday 16th March. At this assembly, our SWPBL Leaders will also be speaking about the importance of celebrating individual differences across our community. 

 

Student Leaders Nomination Process

Our Student Leaders nomination process for 2020 has now concluded, and we would like to formally acknowledge the following Student Leaders. 

 

School Captains
Jack L
Holly B
Lynden P
Lara R

How were School Captains elected?

In December of the preceding year (2019), all Year Five students are able to nominate for School Captain. The selection process involves nominated students making a speech in front of their peers, with the student body casting votes through a voting slip. There are two male, and two female leadership positions. 

 

House Student House Leader
Mulga Marcus O and Angelica R
Wattle Eli S and Elizabeth C
Waratah Tyler M and Rachel A
Coolibah Sam H and Bonnie F

How were House Leaders elected?

At the commencement of Term One, 2020 all Year Five/ Six students are able to nominate for Student House Leader. The selection process involves nominated students making a speech in front of their peers, with the student body casting votes through a voting slip. There are four male, and four female leadership positions. 

 

School-Wide Positive Behaviours for Learning (SWPBL) Leaders
Teagan W
Frankie A
Maya B
Zane W

How were SWPBL Leaders elected?

At the commencement of Term One, 2020, all Year Five/ Six students are able to nominate for SWPBL Leader. The selection process involves nominated students making a speech in front of their peers, with the student body casting votes through a voting slip. The four selected students are not linked to Houses, and represent the entire student body. There is no gender-based allocation for these positions. 

 

Specialist Area Student Leaders
Visual Arts Alina G and Ruby K
Performing Arts Eve C and Tess M
Digital Learning (ICT) Abi P and Caleb U
Japanese (LOTE) Madi R and Riley M

How were Specialist Leaders elected?

At the commencement of Term One, 2020, all Year Five/ Six students are able to nominate as a Specialist Leader. The selection process involves staff consultation, with students being selected against criteria which includes their passion, commitment, and previous achievement in the area they have nominated for. There is no gender-based allocation for these positions. 

 

Student Council Nominations

At our last school assembly, we presented our Student Council Representatives for each class; who are very keen to provide input as to how our school can become an even better place to learn!

Miss Bowles is the staff member responsible for overseeing Student Council Actions.

Today the Student Council have held their first meeting with Miss Bowles, at which they discussed the importance of gender distribution, and providing opportunities for input from both female and male students. They came up with some great ideas, as to how this can be addressed across our school. 

Their suggestions are being presented to staff early next week. 

Stay tuned, as we look forward to sharing with you, in our next newsletter, the recommendation of Student Council.  

 

Extend- Out of School Hours



 

Holiday Program-Bookings open now

 

Upcoming Program and Events

Download as a pdf.

 

PTA- Parent Teacher Association

PTA Special Lunch

 

 

PTA Easter Raffle

 

UNIFORM SHOP 

Clearance Sale of Uniforms

Our Uniform Shop Klad Sport located at 8 Macro Court Rowville is having a clearance sale.

Please click above to access the uniform pricing list. 

 

Current clearance Sale

Gold Polo shirts $12.00

Green Polar Fleece $19.00

 

Looking for Quality Second Hand Uniforms

We have an on-site second-hand uniform shop which is open every Thursday from 3:45pm-4:15pm. 

All items are $2.00 or $5.00

Community News

Community Announcements

Neither Upwey South Primary School nor the Department of Education and Training  (DET) endorses the product or services of any private advertiser. No responsibility is accepted by Upwey South Primary School or the Department of Education and Training (DET) for accuracy of information  contained in advertisements or claims made by them.

 

Camps, Sports and Excursions Fund

To be eligible to apply for this fund you must have a Health Card Card valid as at the 28th January 2020. Please contact the school office to complete a current application form.

 

Community Advertisements

 

 

 

The Lyrebird Word
School_Council_Election_2020- Outcome of Nominations.pdf
Mobile Phone Policy.pdf
Students engaging in mindful colouring during a "brain break"
Masae Sensei
Samantha White
Penelope Lang
Students from local schools celebrating a great day of rehearsals
NEVR Rehearsals-2020.pdf
Justin Scicluna
students working together to store their scooters
Unifrom Pricing List_USPS.pdf
USPS_Newsletter_Template 3.3.20 (002).pdf
csefapplicationform.pdf
csefflyer.pdf