Dear Families,

A very productive fortnight for Carnegie. I would like to thank the community for the positive feedback on our ‘educational newsletter’. This was a discussion at school council and we will continue to promote the learning and wellbeing strategies at Carnegie to keep you abreast of what we are doing, and more importantly our ‘why’.

Last year we introduced a ‘soft start’ across our school that is aimed at ensuring learning starts at 9.00am. The BIG slogan is: Learning Starts at 9.00. Be on time.

I want to extend a thank you to those of you who are making the effort to get your children to school on time each day. We know it’s not always easy but we are aiming for the stars to ensure learning is our priority here at CPS.

The numbers speak for themselves:

In 2024, by the end of May, we had 688 late arrivals across the school.
In 2025, by the end of May, we’ve reduced that to 646 late arrivals!

That’s a very small improvement of about 6.3%. Please be focused on getting your children to school on time! Punctuality is not just about being present at a specific time; it is about setting the stage for a productive and successful day. This consistency helps them to settle in and focus, ensuring they don’t miss out on valuable instruction time. PLEASE be sure to arrive before 9.00am.

Important Safety Reminder

I would like to bring your attention to some concerning observations from Miriam, our crossing supervisor. Despite her guidance and repeated requests, some students are continuing to ride their bikes through the crossing. It's crucial that we remind our children about the importance of following road rules, as they are designed to ensure everyone's safety.

Additionally, we kindly ask that students refrain from gathering at the corner of Truganini and Glenhuntly Road before school hours. Our school gates open promptly at 8:45am, and arriving at that time ensures a smooth and safe start to the school day.

Division Athletics

The following children represented Carnegie at the division Athletics:

Ashton 100m, 200m and 4 x 100m Relay, Will Walker 800m, Rooke 4 x 100m Relay, Alfie 4 x 100m Relay, Sanul 4 x 100m Relay, Annabel High Jump, Lulu Long Jump, Rutvi High Jump, Dimitri Hurdles, Dylan High Jump, Bella High Jump, Flynn 800m and Triple Jump, James 1500m, Aarav Long Jump

We were all very proud of our school representatives for their effort and achievement.

Student Reports

Our staff have commenced writing the student progress reports. This involves conducting a range of assessments and collaborating with colleagues to moderate student work. These reports will provide families with a summary of student progress and achievement. Reports will be released via Compass in the final week of this term, with parent-teacher interviews scheduled for the first day back in Term 3.

Increasing levels of sickness in the school community

We are experiencing increased levels of illness with many students and staff being absent recently.

Please consider carefully before sending students to school in the morning, if they are unwell.

We encourage staff and students to maintain high levels of hygiene, including;

washing and sanitising hands regularly.
wearing a mask, if needed.
avoid touching eyes, nose, and mouth with unwashed hands.
covering their nose and mouth when coughing or sneezing.
using air purifiers.
maximising external ventilation.
staying home if unwell, consult the GP.

Numeracy Screener

We had news in late May about the Numeracy Screener that many of our junior students participated in earlier this year. The project team from the Centre for Independent Studies (Science of Learning) are currently sifting through 800,000 separate entries of student data to see how much we can learn from the first screening window. There is a one pager below offering an update for you.

Policy Review

We are currently reviewing our school policies.

Statement of Values and School Philosophy Policy
Student Wellbeing and Engagement Policy
Child Safety and Wellbeing Policy
Bullying Policy

These draft policies can be viewed on our website HERE.

We would appreciate any feedback or comments our school community have on this.

If you have anything you would like to share, please email Amanda Miller by Wednesday 2nd July. Mail to: carnegie.ps@education.vic.gov.au

PART 2: TEACHING AND LEARNING UPDATE

When Explicit Instruction is implemented effectively, it often brings about subtle but purposeful changes in classroom layout and design to support clarity, focus, and active engagement. Here are some common shifts you might observe in our learning spaces

Changes in Classroom Layout and Design with Explicit Instruction

1. Front-Facing Tables or Grouped Strategically

Student tables are often arranged so all students have a clear line of sight to the teacher and the board.
In some cases, small groups are still used, but with intentional positioning to allow for rapid transitions between teacher-led instruction and partner work.

2. Clear 'Teaching Zone'

A defined space at the front of the room becomes the explicit teaching area, where modelling and direct instruction happen.
This space is kept uncluttered, allowing students to focus on the content and cues being delivered.

3. Accessible Visual Supports

Walls and whiteboards display learning objectives, worked examples, key vocabulary, or step-by-step processes.
Visuals are deliberate and purposeful, not overloaded with decoration, to reduce visual clutter and cognitive load.

4. Use of Mini Whiteboards and Student Materials

Students often have a readily available toolkit: mini whiteboards, markers, erasers, and other tools that allow for constant participation.
These are stored within easy reach to avoid disruption and maximise learning time.

5. Clear Routines and Physical Cues

Visual prompts, timers, and consistent teacher movement around the room help signal transitions between “I do,” “We do,” and “You do” phases of instruction.
The layout supports smooth flow of movement for the teacher to circulate and provide feedback or monitor responses.

6. Flexible Pair and Whole-Class Interaction Spaces

The classroom allows for quick transitions between individual work, partner discussion (Turn and Talk), and whole-class response (Choral Response).
This flexibility supports frequent checking for understanding and immediate feedback.

What This Means for Students:

With these changes, students know:

Where to look, what to focus on, and how to participate.
The classroom is organised to reduce distractions and support success through clear structure and high engagement.
They are expected to think, respond, and interact frequently, not just sit and listen.

Interestingly, Dr Nathaniel Swain has posted an article on his blog, sharing one teacher's experience (Rachel Holden) in implementing the strategies we are implementing here at Carnegie PS. It’s a quick read, if you’d like to learn more: Enhanced Learning Environments: A Personal Journey — Dr Nathaniel Swain

With thanks,

Karen Roberts

Principal

I wish to acknowledge the traditional owners of

the lands on which this is being read and pay my respects to elders past present and emerging. I wish to acknowledge our First Nations people and pay respects to them. I note further that these lands were never ceded and are, and always will be, Aboriginal Lands.

Be Respectful, Be Resilient, Be Curious,

Show Integrity

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