The NAPLAN Tests for students in Years 3 and 5 will take place on Tuesday, 9th, Wednesday, 10th and Thursday, 11th of May. I encourage all parents to help their children remain positive and calmly confident up to and during the NAPLAN period. All students should reflect on their record of consistent application to their learning over the previous three and a half (Year 3) or five and a half years (Year 5). NAPLAN should be seen as a chance to demonstrate that long term learning and to enjoy the intrinsic challenge of the tests. As part of the regular teaching program the teachers will have familiarized the students with questions presented in the format.
Council of International Schools (CIS)
The school leadership, teaching and support staff, along with School Council, are committed to the continuous improvement of all aspects of Ormond Primary School. A key strategy to support this aspirational target is the pursuit and achievement of full accreditation within the Council of International Schools. Work to towards the achievement of full accreditation is a major focus over the next twelve months.
Ormond Primary School has been recognised as a high performing school at each of the three previous school reviews conducted by the Department of Education Victoria in 2006, 2010 and 2014. Through CIS accreditation Ormond Primary School will be acknowledged as a high quality school within a broad, international educational forum. Membership and accreditation with the CIS implies that Ormond will achieve and maintain exemplary standards in all key areas now and well into the future. The achievement of the seven School Membership Standards ensures that Ormond Primary School has joined with very high performing schools from around the world. All of these high performing schools are successful in developing students who are truly capable of continued studies and employment in a range of global settings. The nurturing of global citizens begins at primary school with a sharp focus on a comprehensive and holistic education for all students. The culture and environment necessary for the maintenance of a very high performing school will be developed through the achievement of the CIS accreditation.
All CIS Member Schools are high quality schools committed to incorporating international and intercultural perspectives into their programs so that students can move forward with the attitudes and understanding that will provide them with a solid base wherever their studies or work may take them.
To become members of CIS, schools participate in a rigorous application process which includes a visit to the school by a CIS staff member. Schools must meet the Membership Criteria and Standards and agree to support and uphold the CIS Code of Ethics for Schools.
CIS Membership acknowledges that the school:
Clearly demonstrates international mindedness and actively promotes international awareness in its students
Applies the CIS Code of Ethics for Schools
Is willing to undertake an external school improvement process
School Membership Standards
A. School Guiding Statements
- The school has clear guiding statements (e.g. mission, vision, educational objectives) which are suitable for the enrolled student body
- The guiding statements commit the school to providing international and inter-cultural experiences for its students and this commitment is reflected throughout the school
B. Teaching and Learning
- In their content, design and implementation, curricular programmes serve to put the school’s guiding statements into practice including the school’s commitment to global citizenship
- Curricular programmes are well organised, documented, and support teaching and learning
- Teaching and learning are adequately resourced in terms of staff, facilities, infra-structure and support materials
- The school demonstrates commitment to the ongoing professional development of its staff, and this development is informed by student learning needs
- The school has developed and implemented procedures and criteria to assess student performance and the impact of teaching on student learning
- The school has processes in place to record, analyse and report individual student performance to parents
C. Governance and Leadership
- The Governing Body and School Leadership and Management are constituted to provide the school with sound direction, continuity of leadership and effective support in the current and long term life of the school
- The Governing Body and School Management observe legal and ethical principles in all dealings with the school community
- The Head of School is a suitably qualified, competent and experienced in education
- There is a co-operative and effective working relationship between the governing body and the head of school supported by written documentation which outlines roles, responsibilities and limitations of authority
- The school’s operations and expectations for staff are guided by clearly formulated policies and practices
- The school carefully plans its development to ensure ongoing school viability, quality school programmes, and accomplishment of the school‘s guiding statements
D. Faculty and Support Staff
- The school has leadership, management, teaching and support staff sufficient in numbers and with the qualifications, competencies and character to carry out satisfactorily the school’s mission, programmes, services and activities and to support student well-being
- All staff are employed under clear written contracts or employment agreements and receive adequate compensation for their work. Adequate procedures are in place for the recruitment, orientation and well-being of internationally recruited teachers
E. Access to Teaching and Learning
- Language Support, Special Education provision and Guidance/Counselling systems are commensurate with the identified needs and aspirations of the student body, and they ensure that students benefit from the school’s programmes
- The school provides adequate health care, and insures provisions for emergencies on-site and at school functions which take place away from the school premises
F. School Culture and Partnerships for Learning
- A school climate characterised by fairness, trust and mutual respect supports student learning and well-being
- Effective processes for the interchange of opinions with students, parents and teachers foster a good home and school partnership and a positive learning community
- The school offers extra/co-curricular activities which complement the school’s curriculum and support its mission
- (Boarding schools only) Boarding services serve the well-being of all boarding students and staff, and support the school’s mission
G. Operational Systems
- The school’s financial resources are well managed and capable of supporting implementation of the school’s mission- including sustaining chosen curricular programmes
- The school grounds, buildings, installations, basic furnishings and equipment are adequate for the effective support of the school’s mission and the total school programme
- The school meets safety requirements of the local authorities, as well as those required by CIS where necessary
- Any “auxiliary” services which the school may be offering (food, security, transportation, cleaning, etc.) meet acceptable standards of safety and quality
During the footy season many children will begin to collect footy cards and they will want to bring them along to school. I like to remind everyone, especially younger students and their parents, about our ‘Footy Card Protocols’ so that all children can enjoy this activity throughout the season. Collecting cards and trading them with friends is a wonderful pastime which helps to promote an understanding of value as well as providing experience in trading and negotiating. However, the enjoyment of these activities needs structure and a few simple rules.
- Children need to trade cards only with children of a similar age. It would be unfair for a child in Year 3 to attempt to trade cards with a Prep or Year 1 student as they would often have a different understanding of the relative value of various cards. This is a potential source of conflict which can easily be avoided by trading only with age group peers.
- Cards should not become a distraction in class. Children who bring cards to school must put them in their tub, locker or bag during class time.
- Responsibility for the cards rests with child who owns them. If a child drops their cards in the yard, puts them down or misplaces them it is their responsibility. Do not leave your album or pile of cards unattended in the yard as they are valuable and you need to look after them. Make sure your album is clearly labelled with your name.
- Keep your special cards separate from your trading cards. Your special cards are mementos that you will want to keep. Your trading cards are ones showing players from your least favourite teams or cards which you already have.
- Cards that are found in the yard need to be handed in at the Office. If you find cards in the yard or around the school they have been lost by someone else. Hand the card in at the Office so that the rightful owner can collect it.
Parents could discuss these rules with their children so that they enter into collecting and trading with a clear idea about how best to enjoy the activity.
Congratulions to Elani Gibney, past teacher and current CRT who was married this past weekend. The Ormond Primary Community wish much love and well wishes for your future.