Upper Ferntree Gully Primary School

29 August 2017
Issue Twenty-five
Our Vision
Principal's Report
Upper Ferntree Gully Awards
Out of School Hours Care
Dates to remember
Parents Page
        Notices and Reminders
Is this for you?
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

Wakakirri Success

We are very proud of our Wakakirri students winning a state award. We look forward to watching them perform at Hamer Hall. I know that it is not far away and we will let parents know all of the details once we have them.

Book Fair

Thank you for your support of our Book Week and book fair. We had a fabulous week and raised over $400 dollars to spend on new books for our students. It was wonderful to see our students perform and enjoy the activities with family and friends. We will soon have a wonderful rock garden where we are all swimming together in the one direction!

State School Spectacular

We were very lucky to have been selected to have 18 of our students perform at State School Spectacular on Saturday the 16th of September. 


As one of the largest recurring productions in Australia, the Victorian State Schools Spectacular brings together over 3000 school students performing as a 64 piece orchestra, 1300 voice choir, 1200 mass dancers, 30 lead vocalists, 16 principal dancers, 20 ensemble dancers, 8 backing vocalists, roller skaters and puppeteers and much more.


Participating students have the opportunity to work with industry professionals including Creative Director Neill Gladwin, Musical Director Chong Lim, Dance Director Deon Nuku, (Scooby Doo, Happy Feet, Moulin Rouge) and Associate Dancer Director Troy Phillips (King Kong the Musical, Moulin Rouge, Hairspray, The Boy from Oz).


We will be looking at offering this each year and hope to next year apply for the choir as well. If your child is interested in performance then this could be an opportunity they take up in the future.

State School Spectacular is also televised on the ABC after the event.

Building Resilience in Children

Our parent session last night was a great success. Having invited local schools from Knox and the Dandenong Ranges we had over 70 people attend the evening. There was a lot of interesting discussion about what we do as parents and teachers to support resilience in young people or make it challenging for them to build resilience. 

One part that particularly resonated with me was the ' don't do for children what they can do for themselves.' How often do we get frustrated because we are in a hurry or just want something done and so we just do it. It might be as simple as getting shoes and socks on in the morning or getting ready for school. We make their lunches and nag at them to get ready because we don't want to be late. Or we fold the washing and put it away because they just don't do it quick enough or the right way. 

It is important for us to give children responsibility and we need to find a way within ourselves to let go of having it done 'our' way or it only taking five minutes. Children who are given responsibility feel involved and valued in their home. It gives them a sense of self worth and builds their self-esteem as they grow. They often complain about it but as we build the expectation, they see the value. 

Have a great week everyone.


Upper Ferntree Gully Awards

Student of the Week

FW - Jaxsyn - for your confidence when having a go with all learning tasks! Super job!
1P - Will M - For consistently doing your best in your tasks!
2D - Caitlyn - for working hard to achieve your goals. Fantastic effort!
3N - Rhianna - for making a wonderful effort with her daily routine at school
4/5D - Madison -for trying her best during all tasks.
5/6C -Caitlin - for being able to show empathy in a difficult situation. I was very proud of the way you                   managed your emotions

Writer of the Week

FW - Matthew -for your wonderful job at sounding out new words and placing spaces within your                          writing!

1P - Andrew - For your great ideas for persusive text!

2D - Vyolette - for working hard to write down facts about animals and staying on task. Great work!

3N - Benson -for thinking about the revising he wanted to do to improve his poem.

4/5D -Yael - for taking care with her writing to ensure that each piece engages her reader

5/6C - David - for taking on a challenge and writing a choose your own adventure book!


Mathematician of the week

FW -    Max - for creating and continuing many different patterns. Well Done!

1P - Avery - For designing some terrific patterns in Maths!

2D - Cooper Si -for being able to identify and create number patterns. Well done!

3N -  Ava - for thinking hard about continuing and creating counting patterns.

4/5D - Cruiiz - for being an enthusiastic class member during Maths.

5/6C -  Xander - for changing his attitude about Maths and ensuring he applies himself during lessons.

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


Please remember that if your child/ren are dropped off BEFORE 8.30am they need to be signed in by  a parent or carer.


Please observe speed limits in the School grounds when dropping off and collecting your child/ren, this is to ensure everyones' safety. 


For staffing reasons please give us as much notice as possible when booking/cancelling sessions.

Dates to remember

Term 3



Monday 28th - Friday 1st September

Swimming Program

Grades 3-6 depart school 9:05am for 9:30am lesson

Grades F-2 depart school 10:05am for a 10:30am lesson


Thursday  31st

Fathers Day Stall



Friday 1st

Kinder visit


Monday 4th - Wednesday 6th 

Phillip Island 3/4 Camp


Tuesday 5th

PFA Meeting 7pm

Stepping Up Prep Transition 9:15 - 11:00


Wednesday 6th

School Council 7:30pm


Monday 11th

Curriculum Day

No Students at School


Thursday 14th

Produce Day 3N

Victorian State School Spectacular Dress Rehearsal


Friday 15th

Victorian State School Spectacular Dress Rehearsal


Saturday 16th

Victorian State School Spectacular Performance


Wednesday 20th

Footy Pie Day

Parents/Teachers vs Students


Friday 22nd

Last Day of Term 3

2:30pm Finish




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.


Responsibility - the key to resilience - Michael Grose

Is resilience the flavour of the month in your school or community group?

Resilience in the 21st Century seems to be what self-esteem was to the 1980's - the holy grail that all sorts of programs for children aspire to promote. I don't mean to make light of a vital concept but the notion has become so over-exposed that it seems to be used to justify the existence of less then satisfactory services and resources for children.


A quick review of the resilience literature suggests that resilient children seem to have four key traits - social competence, a sense of hope or optimism, a sense of independence and also the ability to solve many of their social or emotional problems.


Some children are more resilient than others due to their temperament or genetic make up. The literature also suggests that the environment that a child finds him or herself in can promote or hinder the development of resilience.


A minimum of three factors needs to exist to maximise resilience.

These are:

1.Emotional support from a respected or caring adult.

2 Plenty of opportunities to be an active contributor to the group a child finds him or herself in, and

3. The existence of optimism or hope amongst the adults that dominate a child's social groups.


Fortunately, most children grow up in conditions where these exist. Although I must say that children these days tend to be less than active participants in their family enterprises as well-meaning parents tend to overdo the protective stuff with children. By and large the conditions are right for the promotion of resilience in most Australian homes. There appears to be one factor missing in this entire resilience dialogue.


What place does a child play in the promotion of his or her own sense of resilience?


It is almost as if resilience is a process rather than the result of a set of processes that come into play. Resilience really belongs to the child and will never be developed unless a child or young person takes responsibility for his or her behaviour. Children who duck and weave personal responsibility by blaming others for their mistakes or misbehaviours or finding excuses for even the most minute blunders are minimising their opportunities to develop resilience. The child who accepts responsibility for being late for school, behaving badly when his peers egged him on or making an honest but awful mess of a homework assignment is on the resilience track. In effect, by saying this mess-up is due to me he or she is more likely to change, learn something and also grow from the experience. Those children and young people who dodge personal responsibility are placing themselves on the mercy of circumstances and other people's good will. This is not a smart long-term strategy although some children and adults get by playing the BLAME GAME or using the BUT ITS NOT MY FAULT approach.


So what can you do when you meet a child who constantly finds excuses or who deflects responsibility for their misdemeanours?


A hard one but I would start with reminding them in a humane and realistic way that they are making excuses or that really the buck stops with them. When they blame the dog for eating their homework or a parent for not getting them up in time for school, smile and remind them very firmly where responsibility lay and then let them experience the consequences of their mistakes or blunders (which could be nothing). Sometimes children deflect responsibility simply because they can. So be insistent about where responsibility for behaviour lay. You can have some fun with this notion. I know one teacher who kept a list of the best excuses children had used on the wall in his classroom. He would ask children to add to the list when he heard a good one. A simple, fun way of placing the spotlight on what really is anti-social behaviour. Resilience is worth promoting. It is worth learning about. But it also worth remembering that it starts with children and is dependent on their ability to take personal responsibility for their actions.

        Notices and Reminders

Published on Compass:

Father's Day Stall - Thursday 31st - Please bring a bag - Gifts from $2 - $5


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Upper Ferntree Gully Primary School