Photo: Foundation Students engaging with their learning on the first day of the 2020 school year.

The Lyrebird Word

07 February 2020
Issue One

A new year, and a new look…

This edition of our newsletter is presented in a simplified online format, with larger and clearer photos. We have less fancy graphics, less unnecessary colours, and less of the distractions… making it easier for you to view the information you are after!

 

 

Principal's Message  
Calendar of Events
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  
Community News
Upwey South Primary School
(03) 9757 0200
91 Morris Road
Upwey, Victoria, 3158
AU

Principal's Message


 

Wominjeka 2020!

 

Welcome to the 2020 school year!

Firstly, we would like to welcome a number of new families who have joined our school across all year levels. It has been wonderful to see the welcoming nature of our school community, who have made our new families feel very welcome in such a short space of time.

 

As a school we are extremely proud of the preparation our teaching and administration staff have placed into setting up our classrooms and learning programs for 2020. Over the first two weeks of the school year we have received many glowing comments from our families about the positive relationships which are being formed within our classrooms. If you have not had the chance to visit your child's classroom, we encourage you to take the time to pop in and view our focus upon continuous improvement. 

 

Curriculum Days- 2020

Each Department of Education (DET) school is allocated four Curriculum Days per school year. On Tuesday 28th January, we held our first Curriculum Day for the year. This day was a combined session with staff from Selby PS, and Macclesfield PS. The focus of the day was for staff to undertake "Cultural Understanding and Safety Training" which revolves around the importance of meaningfully acknowledging Indigenous Culture within our school curriculum. As a school we work hard to provide our students with an appreciation of the role of Indigenous Culture across our society. At Monday's assembly, our School Captains will provide some more information to our families regarding learning from the session. 

 

Details of our remaining three Curriculum Days are contained within the Calendar of Events. 

School Council Elections

At USPS we recognize that a successful learning community is built upon strong partnerships between the school and families. There are many ways for families to become involved in the day-to-day learning within our school, from helping in the classroom, to joining the Parents and Teachers Association (PTA), and of course nominating for School Council. 

 

We encourage all of our parents to consider the benefits and meaningful contributions that you can achieve from nominating to join School Council. 

 

If you are interested in nominating, please refer to the documentation attached below: 

Student Council Nominations

For information on our upcoming Student Council Elections, please refer to the section of this newsletter titled "Student Voice". 

Privacy Notice- 2020

The following information is an important extract from the Department of Education and Training (DET) which should be shared across all schools. 

 

During the ordinary course of your child’s attendance at our school, school staff will collect your child’s personal and health information when necessary to educate your child, or to support your child’s social and emotional wellbeing or health in the school context. Such information will also be collected when required to fulfil a legal obligation, including duty of care, anti-discrimination law and occupational health and safety law. If that information is not collected, the school may be unable to provide optimal education or support to your child, or fulfil those legal obligations.

 

For example, health information may be collected through the school nurse, primary welfare officer or wellbeing staff member. If your child is referred to a specific health service at school, such as a Student Support Services officer, the required consent will be obtained. Our school also collects information provided by parents and carers through the School Entrance Health Questionnaire (SEHQ) and the Early Childhood Intervention Service (ECIS) Transition Form.

 

Our school may use online tools, such as apps and other software, to effectively collect and manage information about your child for teaching and learning purposes, parent communication and engagement; student administration; and school management purposes. When our school uses these online tools, we take steps to ensure that your child’s information is secure. If you have any concerns about the use of these online tools, please contact us.

School staff will only share your child’s personal or health information with other staff who need to know to enable the school to educate or support your child, or fulfil a legal obligation.

 

When our students transfer to another Victorian government school, personal and health information about that student will be transferred to that next school. Transferring this information is in the best interests of our students and assists that next school to provide optimal education and support to students.

 

In some limited circumstances, information may be disclosed outside of the school (and outside of the Department of Education and Training). The school will seek your consent for such disclosures unless the disclosure is allowed or mandated by law.

 

Our school values the privacy of every person. When collecting and managing personal and health information, all school staff must comply with Victorian privacy law. For more information about privacy including about how to access personal and health information held by the school about you or your child, see our school’s privacy policy: https://www.education.vic.gov.au/Pages/schoolsprivacypolicy.aspx

 

Throughout this notice, ‘staff’ includes principals, teachers, Student Support Service officers, youth workers, social workers, nurses and any other allied health practitioners and all other staff at our school. This includes employees, agents and service providers (contractors) of the Department, whether paid or unpaid.

 

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. 

Impetigo (School Sores)

As students return to school it is timely that we bring to your attention the importance of being aware of Impetigo (School Sores).

 

Impetigo is a contagious, superficial skin infection seen mainly in children, but it may occur at any age. The infection may present with mildly irritating blisters that become pustular and erode rapidly, leaving a honey-coloured crust. It often appears around the nose and mouth.

 

Please refer to the following link for more information: 

https://www2.health.vic.gov.au/public-health/infectious-diseases/disease-information-advice/impetigo-school-sores

Corona Virus- DET Notice

Dear Parents and Families,

As you may be aware, the situation regarding the emerging outbreak of novel coronavirus has continued to evolve.

Over the weekend, the Commonwealth’s Chief Medical Officer and Victoria’s Chief Health Officer recommended a stronger precautionary approach to managing coronavirus for travellers returned from mainland China (not including Hong Kong, Macau and Taiwan) from 1 February 2020.
 

This recommendation is that parents/guardians/carers should ensure that any children returning from mainland China (not including Hong Kong, Macau and Taiwan) who were in mainland China on or after 1 February 2020 is isolated at home and should not attend school until 14 days after they were last in mainland China.

This recommendation does not apply retrospectively. It applies only to students who were in mainland China on or after 1 February 2020.

The existing advice remains that parents/guardians/carers of students should ensure that any student is isolated at home and should not attend school for 14 days:

  • following exposure to any confirmed novel coronavirus case; or
  • after leaving Hubei Province.

If you think your children are showing relevant symptoms, please call the Department of Health and Human Services (DHHS) to discuss further actions on 1300 651 160.

You would have recently seen media coverage regarding the Corona Virus, and the possible impacts it may have upon schools. Please refer to the attached Department of Education (DET) Notice. 

Where can I get more information?

For Victorian updates to the current incident, go to: https://www.dhhs.vic.gov.au/novelcoronavirus

For national updates: https://www.health.gov.au/news/latest-information-about-novel-coronavirus

For international updates: https://www.who.int/westernpacific/emergencies/novel-coronavirus

WHO resources  https://www.who.int/health-topics/coronavirus

Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne.

© State of Victoria, Department of Health and Human Services, January 2020.

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 10th February Year 3-6 Swim Trials - Belgrave Outdoor Pool
Monday 10th February First Assembly for 2020 - 3pm
Wednesday 12th February JMSS - Science/Maths
Monday 17th February School Council - 7pm
Wednesday 19th February Years 3-6 Sporting Schools
Thursday 20th February Foundation Picnic - 5-6pm
Friday 21st February Years 3-6 District Swimming - Qualifying students
Monday 24th February

Years 3-6 Swimming Program - Knox Leisure Works 

Parent Teacher Interviews

Tuesday 25th February

Years 3-6 Swimming Program - Knox Leisure Works

Parent Teacher Interviews

Wednesday 26th February

Years 3-6 Swimming Program - Knox Leisure Works

JMSS - Science/Maths

Thursday 27th February

Years 3-6 Swimming Program - Knox Leisure Works

State Schools Spectacular Dance - Gym

Friday 28th February Years 3-6 Swimming Program - Knox Leisure Works
Monday 2nd March School Photos - Whole School
Tuesday 3rd March-Wednesday 11th March Somers Camp - Selected students
Wednesday 4th March

Years 3-6 Division Swimming - Qualifying students

JMSS - Robogals

Years 3-6 Sporting Schools

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

Years 3-6 Region Swimming - Qualifying students

National ride to school day

Year 1/2 - MCG Excursion

Monday 23rd March

Years 3-6 Athletics Day - Kings Park UFTG

School Council - 7pm

Tuesday 24th March Year 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 your 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

Friday 1st May (Term 2, Week 3)

 

Friday 7th August (Term 3, Week 4)

 

 

NOTE: remaining third localized school 

Curriculum day TBC, following

School Council Meeting on Monday 17th February 2020.

 

FOCUS: Berry Street Module 3-4 Stamina & Student Engagement

 

FOCUS: Berry Street Module 3-4 Stamina & Student Engagement

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. 

Berry Street Educational Model

At the commencement of 2019, our school committed to improving social-emotional learning within our students through the use of School-Wide Positive Behaviors for Learning (SWPBL), a component of which is the Berry Street Education Model. 

In Term One 2020, we have a strong focus upon building rapport and co-regulation within our classrooms. This is being actioned within our classrooms through the development of shared class expectations, which are clearly stated and reflective of both student voice, and our School Values of Respect, Responsibility, and Resilience. 

An important component of a co-regulated classroom is "Brain Breaks".

Building upon our students' knowledge of the brain (and it's connection to our bodies and learning) we are helping to identify the benefits and expectations of effective brain breaks. 

Brain breaks can be used to: 

- positively prime the group to be "ready to learn": helping to tune thoughts and feelings to focus upon the learning task

- de-escalate a group or individual: helping students to regulate and monitor their own emotions, utilising our school's "tap-out" Talk Move, in order to responsibly reset and refocus

- build co-regulation in the classroom: creating an environment in which empathy, awareness, and kindness for the feelings of others is explicit

 

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 regarding our approach to Reading, Writing, and Spelling.

Foundation 

Prep Picnic- Community Welcome

We would like to thank all of our families for a wonderful start to the 2020 school year! 

As a community minded school, we are mindful that one of the great things about having a child commencing school is that it brings an opportunity for families to connect across our community. 

Therefore, on Thursday 20th February 5:00pm-6:00pm we are asking that Foundation families take the opportunity to join us for a picnic dinner under the Oak Trees. 

What should you bring? Come along with some comfortable chairs, or a blanket for your family. Bring a family picnic dinner that tickles your fancy. Note: Due to varying dinner and dietary requirements the school will not be supplying food. 

Why should you join in? The evening presents a great opportunity for our families and students to get to know each other a little better. Relax together, chat, or have a play with supplied school equipment. The Foundation classrooms will also be open for families to walk through, so that you can see what our students have been doing in their first few weeks. 

This is an event for the whole family, with younger and older siblings, and extended families welcome to join us. 

We look forward to catching up with you on the evening. 

Kind regards, 

Holly Peters and Lisa Dam

Foundation Team

Inquiry Focus- Term One 2020

Please see below for information regarding the focus of our Inquiry Unit this term. 

Unit One Title: Belonging

Through Line: Community

Learning Area/s: Health

Capability: Personal & Social Capability/Intercultural Capability

Content:

Health Content Descriptors – Personal and Social Community Health

Being healthy, safe and active

  • Identify personal strengths
  • Identify people and actions that help keep themselves safe and healthy

Communicating and interacting for health and wellbeing

  • Practise personal and social skills to interact with others
  • Identify and describe emotional responses people may experience in different situations

Contributing to healthy and active communities

  • Identify actions that promote health, safety and wellbeing
  • Participate in play that promotes engagement with outdoor settings (including aquatic and the natural environment)

Personal and Social Capability Content Descriptors – Self Awareness and Management

Recognition and expression of emotions

  • Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations

Development of resilience

  • Identify their likes and dislikes, needs and wants, abilities and strengths
  • Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

Personal and Social Capability Content Descriptors – Social Awareness and Management

Relationships and diversity

  • Identify a range of groups to which they, their family and members of their class belong
  • Practise the skills required to include others and make friends with peers, teachers and other adults

Collaboration

  • Name and practise basic skills required to work collaboratively with peers
  • Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict

Intercultural Capability Content Descriptors

Cultural practices

  • Identify what is familiar and what is different in the ways culturally diverse individuals and families live

Cultural diversity

  • Identify and discuss cultural diversity in the school and/or community

Achievement Standards:

Health

By the end of Foundation Level:

  • Recognises how they are growing and changing.
  • Identifies actions that help them be healthy, safe and physically active.
  • Identifies and describes the different emotions people experience.
  • Identifies different settings where they can be active and how to move and play safely.
  • Demonstrates, with guidance, practices to keep themselves safe and healthy in different situations and activities.

 

Personal and Social Capability

By the end of Foundation Level:

  • Identifies and expresses a range of emotions in their interactions with others.
  • Recognises personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. 
  • Recognises that attempting new and challenging tasks are an important part of their development.
  • Identifies different types of relationships.
  • They begin to identify and practise basic skills for including and working with others in groups.

 

Intercultural Capability

By the end of Level 2:

  • Begins to distinguish between what is familiar and different in the ways culturally diverse individuals and families live.
  • Identifies cultural diversity in their school and/or community.

 

 

Themes: Students learn about themselves including their likes, dislikes and strengths, and those of their peers.

Students are introduced to the idea of the classroom being a community and they learn about classroom rules. They interact with their peers, teachers and other adults in a range of contexts. They learn to play constructively together, recognising emotions and expressing personal preferences, etc.

Questions:

What are our individual strengths, like and dislikes?

How can we be safe, healthy and active at school?

Why do we need rules?

What rules would be suitable for our classroom?

How are classrooms different to family and other rules?

How can we work with others in groups?

 

Key Understandings:

Everyone has qualities that make them special

I can learn ways to manage my feelings

Everyone belongs to a group

Actions that help them be healthy, safe and physically active at home and at school

Classroom rules and why they are needed

Comparisons of classroom and family rules, and other rules that they know about

Basic skills for including and working with others in groups

Time Allocation:

7 – 8 Weeks (Approximately 165 minutes per week)

Year One

Inquiry Focus- Term One 2020

Please see below for information regarding the focus of our Inquiry Unit this term. 

Unit One Title: Staying Alive (Health & Safety)

Through Line: Community

Learning Area/s: Health

Capability: Personal & Social Capability/Ethical Capability

Content:

Health Content Descriptors – Personal and Social Community Health

Being healthy, safe and active

  • Recognise situations and opportunities to promote their own health, safety and wellbeing
  • Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

Communicating and interacting for health and wellbeing

  • Examine health messages and how they relate to health decisions and behaviours
  • Describe ways to include others to make them feel that they belong
  • Identify and practise emotional responses that account for own and others’ feelings

Contributing to healthy and active communities

  • Explore actions that help make the classroom a healthy, safe and active place

 

Personal and Social Capability Content Descriptors

Recognition and expression of emotions

  • Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions

Development of resilience

  • Identify personal strengths and describe how these strengths are useful in school or family life
  • Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

Relationships and diversity

  • Listen to others’ ideas, and recognise that others may see things differently
  • Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

Collaboration

  • Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks
  • Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

 

Ethical Capability Content Descriptors

Understanding concepts

  • Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts

Decision making and actions

  • Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so

 

Achievement Standards:

By the end of Level 2:

 

Health

  • Recognises how strengths and achievements contribute to identities.
  • Understands how emotional responses impact on others’ feelings.
  • Examines messages related to health decisions and describes how to help keep themselves and others healthy, safe and physically active.

 

Personal and Social Capability

  • Shows an awareness of the feelings and needs of others.
  • Identifies and describes personal interests, skills and achievements.
  • Reflects on how these might contribute to school or family life.
  • Recognises the importance of persisting when faced with new and challenging tasks.
  • Recognises the diversity of families and communities.
  • Describes similarities and differences in points of view between themselves and others.
  • Demonstrates ways to interact with and care for others.
  • Describes their contribution to group tasks.
  • Practises solving simple problems, recognising there are many ways to resolve conflict.

 

Ethical Capability

  • Identifies and describes ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes.
  • Identifies and explains acts and situations that have ethical dimensions, using illustrative examples.
  • Explains that personal feelings may influence the way people behave in situations where ethical issues are involved.

 

Unit One Title: Staying Alive (Health & Safety)

Through Line: Community

Themes: Students explore the concepts of health, safety and wellbeing. They examine health messages to consider healthy decisions and behaviours. They also investigate actions that help make local places, their school and their classrooms healthy, safe and active places. Students describe ways of making and keeping friends. They consider how actions and words can help or hurt others. They learn to recognise that conflict occurs and to distinguish between appropriate and inappropriate ways to deal with conflict. Students also explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so.

Questions:

What types of actions keep us safe?

What types of actions keep us healthy?

What role do our decisions and behaviours play in health and safety?

Who in our community is responsible for helping us to stay safe?

Who in our community is responsible for helping us to stay healthy?

What actions help us to stay safe and healthy in our school and classrooms?

What types of actions can help us to make friends?

What is conflict?

What types of actions can be considered right? Why?

What types of actions can be considered wrong? Why?

 

Key Understandings:

Human needs.

Safe actions, decisions and behaviours.

Healthy actions, decisions and behaviours.

Appropriate ways to deal with conflict

Language associated with emotions.

Identification of supportive community members.

The difference between right and wrong.

 

Time Allocation:

7 – 8 Weeks (Approximately 165 minutes per week)

Year Two

Inquiry Focus- Term One 2020

Please see below for information regarding the focus of our Inquiry Unit this term. 

Unit One Title: Staying Alive (Health & Safety)

Through Line: Community

Learning Area/s: Health

Capability: Personal & Social Capability/Ethical Capability

Content:

Health Content Descriptors – Personal and Social Community Health

Being healthy, safe and active

  • Recognise situations and opportunities to promote their own health, safety and wellbeing
  • Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

Communicating and interacting for health and wellbeing

  • Examine health messages and how they relate to health decisions and behaviours
  • Describe ways to include others to make them feel that they belong
  • Identify and practise emotional responses that account for own and others’ feelings

Contributing to healthy and active communities

  • Explore actions that help make the classroom a healthy, safe and active place

 

Personal and Social Capability Content Descriptors

Recognition and expression of emotions

  • Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions

Development of resilience

  • Identify personal strengths and describe how these strengths are useful in school or family life
  • Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

Relationships and diversity

  • Listen to others’ ideas, and recognise that others may see things differently
  • Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

Collaboration

  • Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks
  • Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

 

Ethical Capability Content Descriptors

Understanding concepts

  • Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts

Decision making and actions

  • Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so

 

Achievement Standards:

By the end of Level 2:

 

Health

  • Recognises how strengths and achievements contribute to identities.
  • Understands how emotional responses impact on others’ feelings.
  • Examines messages related to health decisions and describes how to help keep themselves and others healthy, safe and physically active.

 

Personal and Social Capability

  • Shows an awareness of the feelings and needs of others.
  • Identifies and describes personal interests, skills and achievements.
  • Reflects on how these might contribute to school or family life.
  • Recognises the importance of persisting when faced with new and challenging tasks.
  • Recognises the diversity of families and communities.
  • Describes similarities and differences in points of view between themselves and others.
  • Demonstrates ways to interact with and care for others.
  • Describes their contribution to group tasks.
  • Practises solving simple problems, recognising there are many ways to resolve conflict.

 

Ethical Capability

  • Identifies and describes ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes.
  • Identifies and explains acts and situations that have ethical dimensions, using illustrative examples.
  • Explains that personal feelings may influence the way people behave in situations where ethical issues are involved.

 

Unit One Title: Staying Alive (Health & Safety)

Through Line: Community

Themes: Students explore the concepts of health, safety and wellbeing. They examine health messages to consider healthy decisions and behaviours. They also investigate actions that help make local places, their school and their classrooms healthy, safe and active places. Students describe ways of making and keeping friends. They consider how actions and words can help or hurt others. They learn to recognise that conflict occurs and to distinguish between appropriate and inappropriate ways to deal with conflict. Students also explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so.

Questions:

What types of actions keep us safe?

What types of actions keep us healthy?

What role do our decisions and behaviours play in health and safety?

Who in our community is responsible for helping us to stay safe?

Who in our community is responsible for helping us to stay healthy?

What actions help us to stay safe and healthy in our school and classrooms?

What types of actions can help us to make friends?

What is conflict?

What types of actions can be considered right? Why?

What types of actions can be considered wrong? Why?

 

Key Understandings:

Human needs.

Safe actions, decisions and behaviours.

Healthy actions, decisions and behaviours.

Appropriate ways to deal with conflict

Language associated with emotions.

Identification of supportive community members.

The difference between right and wrong.

 

Time Allocation:

7 – 8 Weeks (Approximately 165 minutes per week)

Year Three/ Four

Inquiry Focus- Term One 2020

Please see below for information regarding the focus of our Inquiry Unit this term. 

Unit One Title: Remembrance & Celebrations

Unit Two Title: Law & Order

Through Line: Community

Learning Area/s: History/Civics & Citizenship

Capability: Ethical Capability & Intercultural Capability

Remembrance & Celebrations – Unit One Content:

History Content Descriptors – Historical Knowledge

Community, remembrance and celebrations

  • Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, etc.
  • Significance of celebrations and commemorations in other places around the world
  • The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies 

 

History Content Descriptors – Historical Concepts and Skills

Chronology

  • Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement

Historical sources as evidence

  • Identify the origin and content features of primary sources when describing the significance of people, places and events
  • Describe perspectives of people from the past

Continuity and change

  • Identify and describe continuity and change over time in the local community, region or state

Cause and effect

  • Identify and explain the causes and effects of European settlement and exploration

Historical significance

  • Describe the significance of Australian celebrations, symbols and emblems

 

Intercultural Capability Content Descriptors

Cultural diversity

  • Explain the role of cultural traditions in the development of personal, group and national identities

 

Law & Order – Unit Two Content:

Civics & Citizenship Content Descriptors

Laws and citizens

  • Explain how and why people make rules
  • Distinguish between rules and laws and discuss why rules and laws are important

Government and democracy

  • Identify features of government and law and describe key democratic values
  • Identify how and why decisions are made democratically in communities
  • Explain the roles of local government and some familiar services provided at the local level

Citizenship, diversity and identity

  • Investigate why and how people participate within communities and cultural and social groups
  • Describe the different cultural, religious and/or social groups to which they and others in the community may belong

 

Ethical Capability Content Descriptors

  • Explore the contested meaning of concepts including fairness and harm
  • Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, and explain why

 

Achievement Standards:

By the end of Level 4:

 

History – Community, Remembrance and Celebrations

  • Explains how and why life changed in the past.
  • Identifies aspects of the past that remained the same.
  • Describes the experiences and perspectives of an individual or group over time.
  • Recognises the significance of events in bringing about change.

 

 

History – Historical Concepts and Skills

  • Sequences events and people (their lifetime) in chronological order to identify key dates, causes and effects.
  • Identifies sources (written, physical, visual, oral), and locates information about their origin and content features.
  • Describes perspectives of people from the past and recognises different points of view.
  • Creates a narrative or description, which explains continuity and change and cause and effect using historical terms.

 

Intercultural Capability

  • Explains the role of cultural traditions in the development of various identities.

 

Civics and Citizenship

  • Explains how decisions can be made democratically.
  • Explains the role of local government.
  • Recognises the importance of rules and distinguishes between rules and laws.
  • Describes how people participate in their community as active citizens.
  • Describes factors that shape a person’s identity and sense of belonging.

 

Unit One Title: Remembrance & Celebrations

Unit Two Title: Law & Order

Through Line: Community

Remembrance & Celebrations

Themes: Students investigate the significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day and ANZAC Day. They also explore the significance of celebrations and commemorations in other places around the world important to them, or their peers.

 

Law & Order

Themes: Students explore the importance of rules and begin to distinguish between rules and laws. They investigate the role of local government and the importance of making decisions democratically. They describe how people can participate in their community as active citizens.

Questions:

How do communities celebrate their history?

What significant events are celebrated or commemorated in the local area, in Australia, and in other parts of the world?

What is the difference between a rule and a law?

What is the role of the local police?

How can people participate in their community as active citizens?

 

Key Understandings:

The significant events that are celebrated or commemorated in the local area, in Australia, and in other parts of the world.

The role people of diverse backgrounds have played in the development and character of the local community.

The difference between a rule and a law.

The role of the local police and other agencies

How people can participate in their community as active citizens.

 

 

Time Allocation:

Unit One: 3 – 4 Weeks (Approximately 330 minutes per week)

Unit Two: 3 – 4 Weeks (Approximately 330 minutes per week)

Year Five/ Six

John Monash Science School- Partnership

In 2020, we are excited to announce that our school has been selected to take part in the John Monash Science School Program. This is great for our students, as we are the only school in the Dandenong Ranges area which has been invited to take part. 

Our Year Six students recently had the opportunity to nominate for a position in the program, and we would like to acknowledge the following students who have been successful with their application for the program. 

Mini Mathematicians Big Science, Little Scientists RoboGals (Robotics and Coding)
Brendan P Rachel A Abi P
Blake K Alina G Holly B
Tyler M Maya B Bonnie F
Marcus O Eli S Teagen W

Please see below, which is an extract of information about the program. 

As a school we are focused upon providing our students with opportunities to engage with their
learning beyond the classroom. Therefore, we are extremely excited to have been invited to
participate in the “JMSS Mini Mathematicians Program”, the “JMSS Little Scientists Big Science
Program” and the “JMSS RoboGals Program” in Term One, 2020. Please note that RoboGals is only
available to female students.
John Monash Science School (http://www.jmss.vic.edu.au/) is a select entry government secondary
school, which offers specialised education for students in their senior years of schooling. Each year,
JMSS offers immersion programs for senior primary students (Mini Mathematicians, Little Scientists
Big Science, and RoboGals) to enrich their learning. These programs are highly sought after, and are
only offered to a few select schools each year.
The programs provide valuable learning opportunities and enrichment for students who have an
interest in expanding their knowledge in the area of Science, Mathematics, and Robotics.
Due to the high-demand for the immersion programs, each selected school may send up to four
senior students to participate in each of the programs.

 

Inquiry Focus- Term One 2020

Please see below for information regarding the focus of our Inquiry Unit this term. 

Unit One Title: Social Justice- Rights and Responsibilities

Through Line: Community

Learning Area/s: History/Civics & Citizenship

Capability: Intercultural Capability

Content:

History Content Descriptors – Historical Knowledge

Australia as a nation

  • The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government
  • The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children
  • The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated
  • Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society

 

Civics & Citizenship Content Descriptors

Government and democracy

  • Discuss the values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system
  • Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia’s federal system
  • Identify and discuss the key features of the Australian electoral process
  • Identify the roles and responsibilities of electors and representatives in Australia’s democracy
  • Identify, compare and contrast government structures on a global scale

Citizenship, diversity and identity

  • Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society
  • Identify different points of view on a contemporary issue relating to democracy and citizenship
  • Investigate how people with shared beliefs and values work together to achieve their goals and plan for action
  • Examine the concept of global citizenship

Laws and citizens

  • Explain how state/territory and federal laws are initiated and passed through parliament
  • Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system
  • Examine the role of the United Nations in global laws and systems

 

Intercultural Capability Content Descriptors

  • Identify barriers to and means of reaching understandings within and between culturally diverse groups
  • Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups 

 

Achievement Standards:

By the end of Level 6:

 

History – Historical Knowledge

  • Identifies and describes change and continuity and explains the causes and effects of change on society.
  • Compares the different experiences and perspectives of people in the past.
  • Explains the significance of an individual and group.
  • Identifies and describes change and continuity and explains the causes and effects of change on society.

 

Civics and Citizenship

  • Identifies the values that underpin Australia’s democracy and explains the importance of the electoral process.
  • Describes the purpose of key institutions and levels of government in Australia’s democracy.
  • Identifies various ways people can participate effectively in groups to achieve shared goals.
  • Explains what it means to be an Australian citizen and how people can participate as global citizens.
  • Analyses contemporary issues and uses evidence to support a point of view about civics and citizenship issues.
  • Identifies possible solutions to an issue as part of a plan for action.
  • Explains the role of different people in Australia’s legal system and the role of parliaments in creating law.

 

Intercultural Capability

  • Identifies the barriers to and means of reaching understandings within and between culturally diverse groups.
  • Identifies the ways in which effective engagement with those groups is promoted or inhibited.

 

Unit One Title: Social Justice- Rights and Responsibilities

Through Line: Community

Themes: Students investigate Australian history in relation to the development of Australia as a nation. They explore the factors that led to Federation and the development of democracy and citizenship over time. Students discuss the values, principles and institutions that underpin Australia’s democratic forms of government. They describe the roles and responsibilities of the three levels of government and discuss the key features of the Australian electoral process. Students also spend an extensive time looking at the role of global justice, the United Nations and global cultural impacts.

Questions:

Why and how did Australia become a nation?

What contribution have significant individuals and groups made to the development of Australian society?

What is democracy?

What is the purpose of government?

What are the roles and responsibilities of the three levels of government?

What are the key features of the Australian electoral process?

What is citizenship?

What is the role of the United Nations?

How do global rights get addressed in modern societies?

 

Key Understandings:

Changes have causes and effects on society and we can learn from these.

Important people and events, which led to the development of Australia as a nation.

The values, principles and institutions that underpin Australia’s democratic forms of government.

The roles and responsibilities of the three levels of government

The key features of the Australian electoral process.

The rights, responsibilities and shared values of Australian citizenship.

Time Allocation:

7 – 8 Weeks (Approximately 390 minutes per week)

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

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

Running Club

Welcome back to another school year, I hope you all enjoyed your holidays.
Due to its popularity, we will be engaging with our Running Club again for 2020. In 2020, the program is open to all year levels, and aims to help students improve their running technique, fitness levels and the overall enjoyment that can be gained from being physically active.

Running Club will start on Tuesday 11th February at 8:00am, and be held each Tuesday morning (unless notified); with the meeting point to be on the Upwey South Primary School hardcourt. The session will conclude at 8:30am, so that participating students can attend the Breakfast Club and have something to eat before starting school.

With all of her expertise and experience in running, health, and fitness, Kellie Macknamara will be delivering the sessions with my assistance. Should there be any other parents willing to assist please contact me directly. Parents assisting will need to provide the school with a current Working with Children Card prior to attending, and have it present with them on the day.

We look forward to sharing with you the benefits of engaging in positive physical activity. 

Justin Scicluna

Health & Physical Education Teacher

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

 

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. 

Victorian State Schools Spectacular

We are very excited to share with you that our school has again been selected for 2020! This is a wonderful opportunity for our students, as only one-in-five schools who apply are selected each year. 

Please see the below, which is an extract of a communication sent home with all Year Four-Six students on Wednesday 5th February. 

Upwey South Primary School has been chosen (again) to participate in the 2020 State School’s Spectacular (SSS). Even more exciting is that this year we have the unique opportunity to perform in BOTH the Mass Dance ensemble AND the Mass Choir!  Unfortunately, due to the high demand for places in the SSS the organisers have placed a limit on numbers. We are, therefore, only able to take 16 dancers and 20 choir members from our school. Unfortunately, students cannot apply for both.

If your child is interested in auditioning for a place, in either Mass Choir or Mass Dance, they must be able to meet the rehearsal/performance dates listed below. Please also note that there is a cost of XXX per student to participate.  The cost is only chargeable if your child is selected to participate, with payment details being provided to selected students at a later date together with a media release form.

Dancers - You must be available on the following days:

Thursday 27th February 2020 (rehearsal at Upwey South PS)

Thursday 23rd April 2020 (rehearsal at Upwey South PS)

Thursday 28th May 2020 (rehearsal at Upwey South PS)

Monday 27th July 2020 (rehearsal at Vermont South PS- travel by bus)

Choir - You must be available on the following days:

Wednesday 22nd July 2020 (rehearsal at Melbourne Town Hall- travel by train)

Wednesday 19th August 2020 (rehearsal at Melbourne Town Hall- travel by train)

Rehearsals and Performance (for both dance and choir)

Thursday 10th and Friday 11th September (Dress Rehearsal at Melbourne Arena- travel by bus)

Saturday 12th September – Performance (at Melbourne Arena 1pm & 6.30pm- self-transport)

If your child is interested in participating in this amazing spectacular, I strongly encourage them (and you) to speak with someone who has been in a previous SSS, so that you may gain a good understanding of the commitment required. Most of the rehearsals occur during school hours (often full days) but some of the city rehearsals go until 6.00pm, and we usually don’t get back to Upwey until after 7.00pm. Please consider this if you have after school commitments. Similarly, the performance day/night is a very long 12 hour day involving lots of commitment from students and families; as well as lots of fun!

I will be conducting a brief audition process on Tuesday 11th February (choir) and Thursday 13th February 2020 (dance). The selection process is always challenging for both staff and students, and we work very hard to make sure that it is an equitable process.

If you would like your child to have the opportunity to audition, please complete the attached forms. The attached forms (audition form and measurements) must be completed and handed into the office BEFORE 4:00pm Monday 10th February 2020. Unfortunately, we cannot accept applications after this date.

Students will be notified on Friday 14th February 2020 of selection outcomes.  

Please note that if your child is selected, there are no refunds available should your child be unable to participate.

Please contact me if you have any questions. 

Penelope Lang

Performing Arts Teacher

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. 

Ceramics is back @ USPS

We are very excited to share with you that we have recently had our school kiln serviced, and are ready to start firing with ceramics and modelling classes. Stay tuned for more news!

Student Voice

Student Leaders Nomination Process

Over the first fortnight of school we have begun the process of electing Student Leaders for 2020. The following timeline provides families with information regarding Student Leadership announcements: 

Leadership Position Date of Notification to Community

School Captains

(4 positions)

notified at conclusion of 2019

House Captains

(8 positions)

Whole School Assembly- Monday 10/02/2020

SWPBL Leaders

(4 positions)

Specialist Leaders

(8 positions)

 

Whole School Assembly- Monday 17/02/2020

Junior School Council

(1 leader per class)

Whole School Assembly- Monday 24/02/2020

Student Council

Do you want to help improve our school?

Are you good at listening to other people, and understanding their point of view?

Can you work alongside others in a respectful manner?

 If so...then joining the Student Council is for you!

 

What is the Student Council?

In 2020 the  Student Council will be made up of one representatives from each class (from Prep– Year Six). These class rep’s are elected by their peers to represent their point of view on lots of important matters around the school.

 

What does Student Council do?

In 2020, the Student Council will meet each fortnight with selected teachers to discuss what is going well in our school, and to talk about ideas for making our school an even better place to learn. The Student Council are also involved in fundraising, working alongside the PTA to provide support across the school. The first task in Term One, 2020 is for the Student Council to manage the icy-pole sales and allocate funds to a project around our school. 

Student Council members may also be asked to work alongside community groups, such as the local kinder, emergency services and other groups in the Upwey area.

 

How do I nominate for Student Council?

Firstly, if you are interested in Student Council you should speak with your family and your teacher. You will need to give a speech in front of your class, talking about the qualities which you believe make you a suitable student.

Below are some guidelines and a timeline of what to expect for the nomination process.  

Date Event
Monday 17/02/2020 Tuesday 18/02/2020  Student Council speeches in class (have your speech ready for the Monday, Tuesday is a backup day for classes)
Wednesday 19/02/2020 Classroom teachers notify families of elected students
Monday 24/02/2020 Student Council Rep's announced at assembly

 

What qualities should Student Council members have, and what are they expected to do?

In 2020, we are hoping our Student Council will be able to raise enough money through the sales of icy-poles to respray the lines of our basketball court and handball courts. 

In 2019, our Student Council did a great job sourcing enough board games for every class to be full of things to do when it's too wet or hot to go outside!

Above all, Student Council members need to aspire to meet our school’s values in everything they do.

Some of the tasks, and things you may like to cover in your speech are: 

- What are your ideas for improving our school?

- How will you promote the Student Council​​​​​​​ around the school? Such as, speaking at assemblies, a display board, posters, newsletter articles, movies on the tv, etc

- What things have you done thus far to help make your classroom/ school a better place to learn?

- How will you make sure you are representing the views of people in your class?

- What type of murals do you think could be done around our school, and how would this be achieved?

 

My Inspirational Experience

By Zane W- Class 56A

If you’ve been watching the TV over the last few weeks, you might have seen that the Australian Open is all over the media. It is an event that people get very excited about, and some people even say that it is a place where you can make history. On the TV I had seen kids wearing HotShots shirts toss the coin at tennis matches, and I thought that they were just picked out of the crowd. However, that isn’t actually how they get picked…

 

It was Round One, on January 21st, and our family was driving to the arena to meet some other people from the Upwey South Tennis Club HotShots Program. I was really excited driving in because we were sitting in my family’s new seven-seater car.

When we go to the arena we were told that we were going to be able to have a hit on Rod Laver Arena before the tennis matches were starting. I couldn’t believe it! I thought the day couldn’t get any better…but I was about to find out that it could!

 

“Zane, it’s your lucky day!” my tennis coach said to me. He was smiling, because I had been nominated to do a coin toss at the Australian Open. I was excited but had no idea who was going to be playing in the match, or even any idea of what to expect.

 

After hearing the news from my tennis coach, I had so many mixed emotions. Some people said I might be doing the coin toss with Rafael Nadal, the NUMBER ONE male player in the world!! WHOA, WHOA, WHOA! But I couldn’t get my hopes up because things can change very quickly at the Australian Open.

 

I had to arrive one match before my allocated coin toss. Whilst I was waiting the time seemed to go slowly, even though there were so many exciting things to see. There were reporters and officials everywhere, and lots of entrances from the tunnels underneath the seating area. In the tunnels under the arena there were lots of triangle-shaped screens listing the names of previous champions. Even though there was so much to see, I tried to focus…so I stood patiently and waited to be called onto the centre court.

 

And then the big moment came.

 

I couldn’t believe I was actually doing the coin toss for Match 3 between Hugo Dellien (Bolivia- Rank 73) and Rafael Nadal (Spain- Rank 1).”

 

This is it, I can do this!! YES, YES, YES.

 

I think that my nerves must have been showing, because Dylan Alcott (Australia- World Ranking Number One) who is an inspirational wheelchair tennis champion helped me relax by chatting just like we were friends. He was very well mannered and respectful when talking to me. He asked me questions such as “What’s up, do you play tennis?” and he asked me other questions that I felt comfortable answering. Dylan was very thoughtful, and not at all arrogant. I couldn’t believe that a World Number One player could be so friendly, so I just had to ask him “Is it true that you are World Number One?” Dylan just smiled at me and said that it was true. I felt so happy.

 

When I was going through the tunnel to walk onto the court, I could hear the crowd buzzing and feel the excitement building. When I walked out of the tunnel onto the court, it felt like there was 20,000 pairs of eyes looking at me. The roar of the crowd was a great feeling, but also a little scary. In the tunnel I felt like I was floating.

 

When we got to the court, and I was standing next to Nadal, I felt like I knew the players personally… which is a bit weird because I didn’t actually know them, but I definitely felt like I knew them. Nadal even patted me on the back and gave me a thumbs-up!

 

After the huge build-up, the toss of the coin was actually really easy to do. Everyone was so friendly and welcoming, and I was really happy that I had the confidence to pose for photos with the players.

 

After the toss, Dylan Alcott smiled at me and said, “Dude, good coin toss!”

 

Extend- Out of School Hours



 

Meet our 2020 Team

Emily Figg- Service Team Leader

I am the new Team Leader at Extend Before and After School Care program. I am passionate about supporting students and encouraging them to learn and discover in new ways. I am currently studying my Masters in Primary Education and look forward to becoming a teacher in the future. I have a Bachelors in Psychology and am a qualified Personal Trainer as well. As Team Leader, one of my aims to build a service that families are confident to use, and to create an inviting environment that our students will enjoy and love coming to. I hope to encourage any green thumbs, as we start to create a vegetable garden for use within our program. 

 

Mollie Armstrong- Service Team Member

Hi my name is Mollie, and I am a long-serving team member at Extend. This is my 8th year working at Extend- Upwey South PS; and I was previously the Team Leader until 2018 when I had my first son Max. In 2019 I returned part-time, as I loved watching the children at Upwey South PS grow and achieve their goals. I have my Bachelor of Education, majoring in student welfare and health. On a personal note, I love science and the arts. 

 

Kody Fraser- Service Team Member
Hi my name is Kody, and I am excited to join the team here at Extend Upwey South PS. I am currently studying a double degree, Bachelor of Primary Education and Arts, majoring in German studies at Monash University. I absolutely love working with children, seeing and helping them to learn new things is what motivates me. I have loved getting to know the children within our service, and can already tell that I am going to love being a part of Upwey South PS. In my personal time I play sports, enjoy my animals and love travelling.  

 

Community News

Community Announcements

Neither Upwey South Primary School nor the Department of Education  (DET) endorses the product or services of any private advertiser. No responsibility is accepted by Upwey South Primary School or the Department of Education (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.

 

 

The Lyrebird Word
IMG_2812.JPG
coronavirus-DHHS-students (002).pdf
introduction_to_school_council.pdf
Roles and Responsibilities of School Council-summary.pdf
Fact Sheet for Parents_School Council Elections.pdf
School Council Election 2020- Information for School Community.pdf
Masae Sensei
Samantha White
Penelope Lang
Justin Scicluna
Zane following the coin toss (image: AO Photogrpahy)
csefflyer.pdf
csefapplicationform.pdf
Emily- Service Leader
Mollie
Kody