Things To 

Know

RPS SOFT START TO SCHOOL ROUTINE      TERM  3 

At RPS, we pride ourselves on fostering a welcoming and inclusive environment for our students. One of our cherished traditions is the open classroom policy in the mornings, from 8:45 am to 9:00 am. This routine, which began with our Foundation students at the start of the year, will now be extended to all students starting next term. This change not only enhances our community spirit but also spares everyone from the discomfort of frosty cold mornings spent lining up outdoors.

Morning Routine Expectations

To ensure the smooth operation of this morning routine, we would like to remind everyone of a few key points:

• Families and students cannot enter the school classrooms or building until 8:45 am. This is the official time when our staff will be present in their classrooms, and the doors will open.
• Parents are welcome to come indoors and help students set up for the day. Teachers will be in their rooms, ready to assist. However, these mornings are not optimal for in-depth parent-teacher meetings due to confidentiality and timing constraints. For more detailed discussions, please schedule a separate appointment. Quick messages to help support your child's readiness to learn are, of course, welcome.
•  Students will be guided into the building by a teacher wearing a vest, who will usher everyone inside. Students must place their bags in their lockers or on their hooks. They are then welcome to go back outside for a short play until the music signals them to return to their classrooms just before 9:00 am.

The Soft Start Routine

Teachers across the school will develop age-appropriate soft start routines. These activities might include:

• Math Skills Practice: Engaging exercises to sharpen numerical abilities.
• Spelling Words: Activities to enhance vocabulary and spelling.
• Reading: Time for students to immerse themselves in a book.
• Fine Motor Skills: Tasks to improve dexterity and hand-eye coordination.
• Social Play: Opportunities for students to interact and build social skills.
• Organisation Skills: Helping students to organise their materials and prepare for the day, such as changing over their reading materials and other items.

Parents and caregivers are encouraged to check in with teachers to understand how they can support their child's morning routine.

Music and Departure

As the music plays, signalling the end of the open classroom period, we kindly request families to make their way out of the classrooms. For those who prefer, you are welcome to drop your student in the school yard, and we will ensure they go to their class.

We are excited about this soft start to the school day and believe it will create a more relaxed and prepared environment for learning. Thank you for your cooperation and support in making our mornings at RPS smooth and enjoyable for everyone in Term 3.

RELATIONSHIPS & SEXUALITY HEALTH CURRICULUM - RSE

The most effective sexuality education programs take a whole-school learning approach. We acknowledge that relationships and sexuality education (RSE) education is primarily the responsibility of children's parents and caregivers. This is complimented by evidence-based learning in the classroom.

To fulfil our school-based responsibility, we will provide best practice education that is:

• driven by school leadership 
• comprehensive
• inclusive
• assessed and reported against student achievement in the Victorian and Australian Curriculum
• ongoing and integrated into a student’s cross-curriculum learning
• supported by the latest research
• part of a student’s whole-school learning experience.

This school has a strong commitment to inclusive and protective education for all children. We use an RSE program that is evidence-based, trauma-informed, age and stage appropriate. It is guided by the United Nations Convention on the Rights of the Child, the Victorian Child Safe Standards, National Child Safe Principals, State and National Curriculum requirements as well as other legislation and frameworks that not only protect children but enhance their wellbeing. 

In Victoria, it is compulsory for government schools to provide sexuality education within the Health and Physical Education domain, including assessment and reporting against the Victorian Curriculum: 

“...All students must receive a comprehensive and age-appropriate sexual health education aligned to the Victorian Curriculum, including the teaching of consent…However, a parent or carer may decide not to allow their child to participate in the sexual health component of the school’s health education…”

The evidence provided here shows that, overwhelmingly, age-appropriate, comprehensive, sexuality education keeps children healthy and safe, and that it is also their fundamental right to receive this education.

We have chosen Virtual Classroom by Talking The Talk Healthy Sexuality Education to support our school. 

WHOLE SCHOOL ASSEMBLY SCHEDULE 

We are thrilled to share some updates about our assembly schedule that we've been trialling over the past term. Moving our assemblies to Monday mornings, except on public holidays or other timetable clashes, has proven to be a great success. We have seen increased engagement from students and have been grateful for the continued support and participation from parents and caregivers.

These Monday morning assemblies have provided a wonderful opportunity for us to acknowledge our students' achievements, allow our student leaders to feel heard and respected and set a positive tone for the week ahead. We've been fortunate to have guest speakers join us, and despite a few technological hiccups, the overall experience has been highly positive. Both our staff and students have expressed a preference for this new schedule over the previous Friday afternoon slot.

Recently, our staff conducted a review of this change and identified an area for improvement. Many teachers noted that holding assemblies on Monday mornings has led to a significant loss of valuable learning time, particularly during the critical literacy block (reading, writing, spelling, speaking and listening) for our Foundation and Year 1/2 classes. To address this concern, we propose moving our assemblies to Monday afternoons.

We believe that this shift will not only preserve the integrity of our morning learning sessions but also seamlessly integrate with our Classroom Helper program due to commence next term. Additionally, we plan to maintain the tradition of hosting the first assembly of each term in the mornings to welcome everyone back, and the final assembly of the term usually on Friday afternoons to bid farewell before the holidays.

We value the input of our parents and caregivers and would love to hear your thoughts on this proposed change. Your feedback is crucial to ensuring that our assembly schedule meets the needs of our entire school community. Please take a moment to share your opinions through the following Google form: 

ENHANCING COMMUNICATION A PATHWAY TO STUDENT SUCCESS - WE VALUE YOUR FEEDBACK

At our school, we are committed to continually improving communication about your child’s learning and social-emotional needs. Ensuring a supportive and challenging learning environment for all students is our priority. In response to the feedback from families in the Parent and Caregiver Opinion Survey administered last year, we recognise that there is room for growth. 

Here are some ideas for further improvement, and we request your valuable input on these suggestions via the following Google form link. 

Current Communication Strategies

Currently, we communicate your child’s needs, achievements, and areas for improvement, as well as curriculum delivery, through various methods, including:

• You Tell Us Meetings
• Parent-Student & Teacher Conferences – mid-year
• Parent Teacher Meetings – organised as needed
• Student Support Group Meetings - as required based on student needs
• Seesaw Updates - Student Learning Goals
• Bi-Annual Reports
• Seesaw Curriculum Blogs

Proposed Improvements and Parent Feedback

Termly Progress Updates

Idea: Implement a system to provide student progress reports in Term 1 and Term 3 using the COMPASS progress reporting system.

Increased Frequency of Parent-Teacher Conferences

We believe that more frequent parent-teacher conferences could enhance parent-teacher communication and support for your child.

Idea: Increase the frequency of parent-teacher conferences to twice a year. This means meeting with teachers will occur in June and December. 

Workshops and Informational Sessions

We want to empower parents with the knowledge and tools to support their child's learning at home.

Idea: Offer regular workshops or informational sessions for parents on how to support their child's learning at home, understanding curriculum standards, and using school resources.

Seeking Your Input

Your feedback is invaluable in helping us shape the best possible learning environment for your children. Please take a moment to reflect on these ideas and share your thoughts. 

Your input will guide our efforts to enhance communication and curriculum delivery, ensuring that we meet the needs of all students and support their success both academically and socially.

Please use the link below to share your views. 

KOBI SAINTY - INSPIRING THE NEXT GENERATION THROUGH ART EDUCATION - RPS 'ARTIST IN RESIDENCE' PROGRAM

Kobi Sainty, a renowned Bunurong and Palawa contemporary artist, is set to inspire and educate the next generation of young artists through a series of collaborative projects at our school. Known for his unique blend of traditional Indigenous motifs and contemporary techniques, Sainty will be working closely with Year 1/2 students and two Year 3/4 classes next term. We are also excited to announce that we hope to welcome him back in Term 4 to engage with additional Year 3/4 classes and to lead a legacy project for our Year 5/6 students.

Kobi Sainty's work with Year 1/2 students will provide a unique opportunity for these young students to explore contemporary art from an Indigenous perspective. Through hands-on workshops, Sainty will guide the students in creating their own pieces that reflect their personal narratives and cultural identities. These sessions will not only enhance their artistic skills but also deepen their understanding of Indigenous art and its significance.

The Year 1/2 students will benefit from Sainty's expertise in using contemporary materials and traditional iconography. By integrating these elements into their own artwork, they will learn to appreciate the richness of Indigenous cultures and how they can be represented in modern art forms. Sainty's mentorship will encourage them to push creative boundaries and develop their own artistic voices.

For students in Years 3/4, Kobi Sainty's workshops will be an engaging introduction to the world of Indigenous art. These sessions will focus on the themes of Country, Culture, and water, which are central to Sainty's work. Through storytelling and art-making, he will help students understand the deep connection between the land and Indigenous peoples.

The Year 3/4 classes will participate in collaborative projects, creating artworks that incorporate traditional motifs and symbols. These activities will foster a sense of community and shared cultural heritage among the students. Sainty's approachable teaching style and interactive methods will make learning about Indigenous art a memorable and enriching experience.

In Term 4, we are thrilled to have Kobi Sainty return to our school to work with two more Year 3/4 classes and to lead a special legacy project for our Year 5/6 students. This continued engagement will allow even more students to benefit from his artistic expertise and cultural knowledge.

Kobi Sainty's involvement in our school community is expected to have a profound impact on both students and staff. His ability to seamlessly integrate traditional Indigenous elements with contemporary art practices will provide a unique and enriching educational experience. Through his guidance, students will not only enhance their artistic abilities but also gain a deeper appreciation for the cultural heritage and stories of the Bunurong and Palawa peoples.

We look forward to the creativity and inspiration that Kobi Sainty will bring to our school. We are honoured to have the opportunity to learn from such a distinguished artist and cultural ambassador.

PREMIERS' READING CHALLENGE 

UNIFORM SHOP

UNIFORM SHOP VOLUNTEERS NEEDED

We are looking for some volunteers to take over the running of our RPS Uniform Shop.

The Uniform Shop is run every Friday between 9-9.30 am and we also run a Market Sale twice a year.

We are looking for a co-ordinator (online job) and Friday Shop helpers (Friday 9-9.30 am) - hoping to have volunteers work one Friday a month each.

If you are interested, please forward your details to the office and we will be in touch.

MOBILE PHONE BAN IN ALL SCHOOLS 

As we strive to provide a conducive environment for effective learning and ensure the safety of all our students, we'd like to remind you of our school policy regarding the use of mobile phones and smartwatches during school hours.

It's imperative to note that smartwatches including space watches equipped with cameras and various applications are strictly prohibited for use by students throughout the school day, in class and during recess and lunchtime. 

According to ministerial orders, any student found with such devices will face serious consequences. Therefore, we urge parents to ensure that all devices, including smartwatches, are set to school mode and disabled from 9:00 am to 3:30 pm daily.

We understand that some senior students may rely on mobile phones for safety measures during their commute to and from school. Rest assured, we fully support this need and permit the use of mobile phones on school grounds before the bell rings in the morning and after dismissal. Students can utilise this time to communicate with their families, ensuring their safe arrival and departure.

We take no responsibility for the loss or damage of any device, and students and families who breach this policy will need to submit the device in the morning and collect it after school hours.

The rationale behind this policy is to allow students to free their minds from the distractions of mobile devices during crucial learning hours and encourage face-to-face interactions with their peers. Recent discussions within the school council highlighted the importance of this measure in promoting focus, engagement, and social development among students, especially students avoiding social pressures in their younger years.

We appreciate your cooperation and support in enforcing this policy. Should you have any concerns or queries regarding this matter, please don't hesitate to reach out to Mrs Rose or Mrs Campbell.

A mobile phone is a telephone with access to a cellular (telecommunication) system, with or without a physical connection to a network. For the purpose of this policy, “mobile phone” refers to mobile phones and any device that may connect to or have a similar functionality to a mobile phone such as smart watches.  

Further information 

Emergencies: In the event of an emergency or if you need to immediately contact your child, we ask that families contact the school office who will pass on a message as required. 

School mobile phone policy: A copy of our school’s local mobile phone policy, which implements the government’s mobile policy in line with our local context, is available here:

RPS Mobile Phone - Student Use Policy

Parent support: The Mobile phones in schools webpage provides links to resources for families to help them balance their children’s time using mobile phones.

https://www.smh.com.au/national/nsw/schools-need-to-react-quickly-education-expert-urges-smartphone-ban-20180525-p4zhm4.html