Upper Ferntree Gully Primary School

13 June 2017
Issue Sixteen
Our Vision
Principal's Report
Out of School Hours Care
Upper Ferntree Gully Awards
Dates to remember
Parents Page
        Notices and Reminders
Is this for you?
School Council
Upper Ferntree Gully Primary School
03 97581527
Talaskia Road
Upper Ferntree Gully, Victoria, 3156

Our Vision

Our Vision

To be an engaging and inclusive learning community where students are confident, creative, curious and lifelong learners.

Our Values

Respect        Teamwork       Resilience        Integrity


We respect ourselves by valuing who we are and doing our personal best.

We respect others by treating them fairly and in the way we would like to be treated.

We respect our community by being inclusive/friendly to others and taking care of our environment.


We make sure that we contribute.

We make sure that we encourage and give others the opportunity to contribute.

We work together to achieve the best we possibly can.


We accept feedback and use it for improvement.

We bounce back when things just don’t seem to be going right.

We make an effort to make things right again.


We are honest with each other.

We are accountable for the decisions we make.

We own up to our mistakes.

Principal's Report

Tree Planting

On Thursday we had a fantastic half day tree planting at Kings Park. It was a lovely sunny day, if a little on the cold side. The students all had a great time playing together and learning a bit more about their local environment. Every child had the opportunity to plant at least one tree and they are encourgaed to go back and see how it is growing. One Tree One Child was instigated by the Knox Council and is a great way to build connection with our local community. 

The tree planting was a big success as were the whole school games of Octopus and other ball games. It was wonderful to see our students interacting and playing together at all different age groups. We are so fortunate to be in a lovely community and to be able to contribute to that community. 


This day inspired some great writing by our students including Finn's lovely poem about trees:


Trees are beautiful they are part of our life, so don't cut them down with a chainsaw or a knife

Their roots are delicate like you and me, so let them be

They may be still but don't cut them down against their will

Please don't cut down our trees.

Congratulations Violet.

Violet ran in the Dandenong Ranges District Cross Country today and came 5th in her 11 year old age group. We are very proud that she will be running at the Eastern Championships next week and wish her all the best.



If you have not attended assembly you may not be aware that we celebrate our students awards and achievement by having them share them at assembly. If you would at any stage like to share your child's achievements with our community I am more than happy to write about it in our school newsletter. At Upper Gully we are proud of all different types of achievements and think it is important that our students get to share and celebrate success no matter what area it may be achieved in. We celebrate the fact that our stduents are all individuals with their own interests and pursuits.

Student Writing

For the last few years we have had a large focus on improving students writing. One of the ways we have started to do this is to give students choice with their writing through our Writer's Notebook approach. Students are increasingly becoming more able to express their ideas in interesting ways. We talk about how it is quality not quantity and you don't have to write a novel to be a writer that people want to read.



Red is like blood.

Red is like an Autumn leaf on a tree.

Red is like a burning fire in the dark.

Red is like a spark from a flint.

Red tastes like a gooey strwaberry in my mouth.

Red smells like paprika in the jar while cooking curry.

Red sounds like the crackling fire while I toast a marshmallow.

Red feels like anger.

Red looks like a rose.

Red is amazing.

Lily 4/5D


The Beach

I see the water glittering from the sun,

I feel hot while pulling a tub of sand, my dad said "Wow that must weigh a tonne"

I hear my dad saying he has a meeting.

I taste the ice-cream that I'm eating.

I smell something, it's a peach.

I just love the beach.

I like to explore so I go for a roam,

But then Mum says "It's time to go home".

Shayla 4/5D



Reports will be published on the COMPASS portal on the 28th of June. If you would like your child's report printed please contact myself or the office. The following is the information i ave published recently concerning reports.


Student Reports

Each student in Victorian Government schools receives, twice a year, a report about their progress against the standards detailed in the Victorian Curriculum F-10. The Victorian Curriculum Foundation–10 (F–10) sets out what every student should learn during their first eleven years of schooling. The Victorian Curriculum is a combination of the nation-wide Australian Curriculum with some Victoria-specific additions and re-framing. This new curriculum includes a stronger focus on the foundational skills of literacy and numeracy and on personal and social skills, thinking skills and new areas of learning such as computational thinking. This curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.


Teachers are required to report on different areas of the curriculum depending what has been taught over a two year period. 


Years Foundation to 2

Schools report student achievement against the achievement standards in English, Mathematics, Health and Physical Education, The Arts and Personal and Social Capability. Other curriculum areas are reported during each two year band of schooling, in accordance with the whole school teaching and learning plan.


Years 3 to 10

Schools report student achievement against the achievement standards in English, Mathematics and Physical Education twice a year; and Science at least once a year. Other curriculum areas are reported during each two year band of schooling, in accordance with the whole school teaching and learning plan.


Information about where a student is in his or her learning can include:

  • the types of knowledge, skills and understanding that the student now demonstrates (criterion – or standards-referencing)
  • reference to the performance of other students of the same age or year level – English, Mathematics and Science (norm-referencing)
  • reference to the same student's performances on some previous occasion
  • reference to individual learning goals and targets that have been set.

At Upper Ferntree Gully we report on the following learning areas:

  • English
  • Mathematics
  • Physical Education
  • Science
  • Japanese
  • Visual Arts
  • Music
  • Personal Learning
  • Social Capability
  • Over a 2 year period we will report against Economics, Geography, History, Civics and Citizenship, Design and Technology, Critical and Creative Thinking, Ethical Capability, Intercultural Capability

Of all the experiences and activities a child is involved in at school a student's report is the one thing that is consistently reread throughout their life. Our aim is to try to make sure that our student's reports are personal, honest, informative, constructive and hopeful so that when they are reread they bring a sense of satisfaction, belonging and success.


If you have any questions about student reports please speak to me or your classroom teacher.

You can email me at [email protected] 

Have a great week.


Out of School Hours Care

Our Prices

Program Times                  Full Fee 

Before School Care         $12  

6:45AM – 8:45AM


After School Care             $16                 

3:30PM – 6:15PM


We are having a great time at after school care and before school care. 

Upper Ferntree Gully Awards

Student of the Week

FW -    Max M for consistently having a positive attitude towards all learning task! You are a great role model for others! 

1P-     Brodie for always following our school values.

2D-   Vyolette for always demonstrating respectful listening. Great work! 

3N-   Ava showing a positive effort in working with her group's role play.  

4/5 D-  Yael for being a kind and considerate class member.   

5/6 C-   Ben for consistently demonstrating school values. You are a great school leader.

Writer of the Week

FW -    Elijah for using your alphabet chart to assist with your writing. Wonderful work!

1P-    Robert for wonderful handwriting.

2D-    Callum for a wonderful recount about the Easter Bunny. Great writing!

3N-    Rhianna giving careful thought about the spelling of words when writing.

4/5D -  Jessica for the detail and care she has been putting into her writing

5/6C-    Eloise for your original and creative ideas when writing.

Mathematician of the week

FW -     Daniel for your excellent work on your number think board. Well done!

1P-    Will Mu for excellent counting of money.

2D-    Aodh for working hard to tick off his I can statements. Great work!

3N-  Kailee working towards understanding the connection between addition and subtraction. 

4/5D -  Violet for being a great independent learning during Maths.

5/6 C - Sam for your ability to work independently when completing I can statements. You are well and truly showing you are ready for high school.

Music Award

Charlotte for demonstrating a thorough understanding of beat and rhthym. WELL DONE!

Dates to remember

Term 2

Friday 23rd

Kinder Visit


Monday 26th

Fete Meeting 7pm


Tuesday 27th

Toasty Tuesday - Recess

50c for toast (2 pieces)

$1 for Milo

$1.50 for toast and Milo


Tuesday 28th

Reports available on COMPASS


Thursday 29th

Produce Day 2D


Friday 30th 

Last Day Term 2

2:30pm Finish

Term 3


Monday 17th

School starts Term 3


Tuesday 25th

Toasty Tuesday - Recess

50c for toast (2 pieces)

$1 for Milo

$1.50 for toast and Milo

Stepping Up Program


Friday 28th

Curriculum Day


Term 2: 18 April (Tuesday) to 30 June

Term 3: 17 July to 22 September

Term 4: 9 October to 22 December

Parents Page

Readings for Parents

Each week we will publish readings for parents to support your child in their learning.

A great opportunity.


        Notices and Reminders

School Communication

COMPASS will be the priority form of communication with newsletters and other information available on the school website

- All school newsletters will be published on COMPASS and a link provided on the school website

- SMS will be used for urgent/important reminders.

- Facebook will be used to showcase our events/programs.

- Seesaw will be used by classes to share your child's learning


— trace your finger under the word you read

— describe pictures your child touches, for example: “look at that ...” or “you found a ...”

- sit close so you can see your child’s eyes as they look at the book

— read books in a “conversational” way

— for older children, ask them to predict what will happen next

— ask your child their favourite part




Is this for you?







Bark for life....


School Council

All welcome

Parents and the community are most welcome to attend school council meetings at any time. The meetings are held in week 3 and 8 of each term. If you think that you may be interested in the joining in the future then please feel free to come along and see what it is all about. School Councils are an important part of the school and they help to represent the parents. You can also speak to any of our members at any time.

Role of School Council

What does School Council Do?

The role of school council is outlined in the Education and Training Reform Act 2006.

In essence, the role of school council is one of helping to set the long term future for the school and maintaining oversight (not management) of the school's operation.

It is not about running the school – that is the job of the principal.

The responsibilities of school council include:

• Contributing to the development of the school strategic plan (the document that tells people what the school wants to achieve in the future and how it plans to get there);

• approving the annual budget (the financial plan for the calendar year that tells people how the school is going to provide money so it can implement its strategic plan in that year) and monitoring expenditure;

• developing, monitoring, reviewing and updating policies (guiding principles designed to influence decisions, actions that the school makes);

• developing, reviewing and monitoring both the Student Engagement Policy (how the school expects students to behave, how bullying will be managed and the school's approach to managing student behaviour) and the School Dress Code (this includes how students are expected to dress during school hours including traveling to and from school, if the school has a uniform and what that looks like, and any arrangement with clothing suppliers that the school might enter into);

• informing itself and taking into account the views of the school community when making decisions regarding the school and the students

• arranging for the supply of the things needed for the conduct of the school (such as goods, services, materials and equipment), including pre-school programs

• providing meals and refreshments for students and staff and charging for this

• raising money for things that the school needs

• making sure the school’s grounds and buildings are maintained

• entering into contracts for things like cleaning the school or a school council building project

• regulating and facilitating the after hours use of the school premises and grounds

• creating interest in the school within the community

• making a recommendation to the Secretary regarding principal selection.

What does School Council not do?

School council does not manage the day to day running of the school. For example, it does not employ teaching staff, decide which classes students will be assigned to, or sort out issues relating to individual teachers and students and/or parents.

• School council does not discuss individual issues relating to teachers, staff or parents – these are very clearly management roles, and therefore the principal's job. Office for Government School Education January 2010 

• School councillors are not appointed to represent specific interest groups or permit special interests to dominate the agenda of the council.

• School council is also not allowed to purchase land, buildings or motor cars, and it cannot enter into hire purchase agreements or obtain credit or loans, unless it is given permission by the Minister.

Role of School Council Members

• Parent members on school council bring their experience as parents at the school and the views of the wider school community to school council meetings.

• DEECD employees bring their educational expertise to school council meetings.

•Community members, if they are on school council, most often bring a particular skill to school council. They might bring accounting skills or building skills or some other skill that the school is looking for at that time.



School Policies

There are a number of updated policies.

If you have any input you would like to give please email me.

[email protected]



Upper Ferntree Gully Primary School
Resilience Program Flyer.pdf
Resilience Program Flyer.pdf
Sunsmart Policy Upper Ferntree Gully Primary School.pdf
Critical Incident Recovery Policy draft.pdf
Enrolment policy draft.pdf
Headlice Policy Draft.pdf
Mandatory Reporting Draft.pdf
Homework Policy Draft.pdf
Onsite Supervision Policy draft.pdf