Principal Team Message

INDIGENOUS LITERACY FOUNDATION - GREAT BOOK SWAP DAY

We are excited to inform you about a special event our SRC student leaders are hosting, The Great Book Swap Day happening on Friday 6th September. This event is a wonderful opportunity for all students to explore new books and share their favourite reads with others.

How it works:

• Students are encouraged to find up to three books at home that they have already read and would be willing to swap.
• On Friday 30th August students should bring their books to the school office at recess or in the morning. 
• They will drop off their books, have their name recorded, and receive a token in exchange.
• At lunchtime on Friday students can head to the Barrbunin and use their token to select a new book to take home.
• Other students can also join by paying $2.00 and selecting one book of choice. 

To add a personal touch, we encourage students to write a short recommendation on a post-it note and stick it on the front of their book before swapping.

We believe this event will be a fantastic way for students to discover new authors and genres while fostering a love for reading. We hope your child will participate and enjoy this literary adventure. The school will donate $1.00 to the Indigenous Literacy Foundation for every book donated. 

Thank you for your support, and we look forward to seeing the students embrace this opportunity.

2024 NAPLAN RESULTS

At the beginning of this term, our students received their individual NAPLAN results from the Victorian Curriculum and Assessment Authority (VCAA). This data provides valuable insights into the academic progress of our student population, particularly in the area of numeracy, which has been a focal point at Ripponlea Primary School.

This year, we have the benefit of comparing growth in numeracy from Year 3 to Year 5. The preliminary data indicates that many of our students are performing within the strong to exceeding proficiency scale. This is a positive reflection of the targeted interventions and teaching strategies implemented to enhance numeracy skills across the school.

In Numeracy 33% of students made High Growth from Year 3 to Year 5 in comparison to Similar Schools at 26% and the State at 24%.

While the results are encouraging, there is a clear need to continue challenging our students to move beyond the strong proficiency range and into the exceeding proficiency category. This requires sustained efforts in curriculum development, differentiated instruction, and enrichment opportunities that push our students to excel.

YEAR 3 NAPLAN RESULTS

YEAR 5 NAPLAN RESULTS 

We would like to acknowledge all students for their efforts in Term 1, undertaking these statewide assessments and all teacher contributions to their education over the years.

ZONES OF REGULATION UPDATE 

The Zones of Regulation curriculum continues to be an integral part of our social-emotional learning (SEL) framework at Ripponlea Primary School. This term, our teachers are focusing on delivering Lessons 6 to 11, building on the foundational skills that have already been established. The following features and objectives are covered in these lessons:

Lesson 6: Understanding Triggers

• Students learn to identify their triggers, which are situations or experiences that might cause them to move out of the green zone (optimal state for learning) into a less regulated state (blue, yellow, or red zone). This lesson encourages self-awareness and helps students recognize early signs of emotional escalation.

Lesson 7: Exploring Tools to Calm and Focus

• This lesson introduces students to a variety of tools and strategies they can use to manage their emotions and behaviours. The focus is on helping students select and use appropriate tools to help them return to the green zone. These tools can be physical activities, calming techniques, or sensory supports.

Lesson 8: Building a Toolbox

• In this lesson, students work on creating a personalised "toolbox" of strategies that they can use in different situations. The toolbox is a collection of tools that the students have found effective in managing their emotions and behaviours. The goal is to empower students with a range of options to self-regulate in various contexts.

Lesson 9: Size of the Problem

• This lesson helps students understand the concept of "size of the problem" and teaches them how to match their emotional response to the size of the problem. Students learn to categorise problems as small, medium, or big and to respond to them in proportionate ways.

Lesson 10: Expected vs. Unexpected Behaviours

• Students explore the idea of expected and unexpected behaviours in different social situations. They learn how their behaviour affects how others feel and respond to them. This lesson fosters an understanding of social norms and encourages students to consider the impact of their actions on others.

Lesson 11: Identifying Triggers in Others

• Building on their understanding of personal triggers, students are guided to recognise and empathise with triggers in others. This lesson supports the development of empathy and social awareness, helping students to better navigate social interactions and build positive relationships.

The ongoing implementation of the Zones of Regulation curriculum is crucial in helping our students develop emotional intelligence and self-regulation skills. By equipping students with these tools and strategies, we are fostering a positive and supportive learning environment, where all students can thrive academically and socially. 

Our staff remains committed to delivering this curriculum consistently across the school to ensure that every student benefits from these essential Social Emotional Learning lessons.

LEIGH HOBBS VISIT

Leigh Hobbs’ visit to Ripponlea Primary School was indeed a fantastic opportunity for students to gain insight into the creative process of a celebrated author and illustrator. Hobbs, known for iconic children’s characters likeOld Tom, Mr. Chicken, and Horrible Harriet, engaged the students by discussing how he develops ideas for his stories and transforms them into the beloved picture books we continue to enjoy.

During the session, Hobbs not only shared the journey behind creating his famous characters but also offered a hands-on drawing tutorial. Step by step, he guided the students in sketching these characters, bringing them to life with his distinct style. 

As he demonstrated each feature, Hobbs provided a rich description of the characters, emphasising their quirky personalities and unique traits. The students were captivated by his humorous approach and the playful, slightly mischievous nature of his illustrations. 

The session allowed them to learn about creativity in a way that was both educational and fun, leaving a lasting impression on all students who attended.

BOOK WEEK PARADE & BOOK FAIR 

Book Week celebrations are always a highlight at Ripponlea Primary School. From author visits to the book fair, the week kicked off with a sensational Book Week parade. Both students and staff enthusiastically dressed as their favourite book characters, from Harry Potter, Pokeman, Roal Dahl and even some Taylor Swift characters. 

We challenged students to recycle and reuse costumes from previous years, promoting sustainability. Mr. Leech, our MC, kept the parade lively with his talents on the microphone. 

Our littlest members of the community, the Ripponlea Kinder children, also joined in, receiving lots of cheers from the crowd. It was lovely to see so many families come together to support and cheer on the parade. 

Our School Captains were on the lookout for the best-dressed and homemade costumes with awards to be announced at the Friday assembly.

2025 CLASS PLACEMENTS PROCESS

As we make preparations for the upcoming school year, we wanted to take this opportunity to provide you with insight into our class placement process. At RPS, our commitment to delivering an exceptional learning experience for each student is paramount, and our class placement process plays a pivotal role in achieving this objective.

The allocation of students to their respective classes is a meticulous and comprehensive process that takes into account a multitude of factors contributing to a positive and productive learning environment. Our team of educators, leadership team and support staff work collaboratively to make well-informed decisions, guided by the following principles:

Academic Growth and Needs: We diligently assess each student's academic journey, strengths, and areas for development. Our primary aim is to position students in classrooms that offer an optimal balance of challenge and support, fostering their ability to reach their full potential.

Social and Emotional Dynamics: We are dedicated to cultivating classroom environments that facilitate positive social interactions and emotional well-being. Our team places significance on factors such as peer relationships, individual personalities, and specific needs when crafting class groups.

Teaching and Learning Styles: The diversity of teaching styles and methodologies, alongside students' varied learning preferences, guides our decision-making. This ensures that our teaching approaches resonate with the diverse learning methods employed by our students.

Special Considerations: We value the unique qualities of each student. Should your child possess specific learning needs, talents, or interests, we encourage you to communicate this information with us. Although we cannot guarantee exact classroom placements, your insights will undoubtedly be taken into account during the placement process.

Balanced Class Composition: Striving for well-rounded classes that encompass a mix of abilities, personalities, and backgrounds is instrumental in nurturing a diverse and inclusive learning environment for all students.

We acknowledge the significance of class placement within the context of your family's perspective and aspirations. Please rest assured that the decisions we make are guided by our unwavering commitment to nurturing your child's academic and personal growth. 

Should you have insights, concerns, or pertinent information to share, please email Mrs Rose by Friday 18th October - Week 2 Term 4.  Further information will be detailed in our COMPASS post. 

WE WANT OUR PARENTS/CAREGIVERS/ GUARDIANS TO TELL US WHAT THEY THINK! 

Our school is conducting the annual Parent/Caregiver/Guardian Opinion Survey offered by the Department of Education and is seeking your feedback. The survey is designed to assist schools in gaining an understanding of families’ perceptions of school climate, student behaviour, and student engagement. The survey is optional, but we encourage and appreciate your participation. 

Our school will use the survey results to assist in identifying areas for improvement and professional development needs in the school, to target school planning and improvement strategies. 

We use these results to ensure we are always improving our practices and highly value the opinions of our families. For example, we are currently reviewing our reporting processes as identified in last year's survey, which indicated parents/carers want to know more about their child's progress at school.  

The Parent / Caregiver / Guardian Opinion Survey will be open online from Monday 29 July to Friday 30 August 2024.

The survey will be conducted online, only takes 20 minutes to complete, and can be accessed at any convenient time on desktop computers, laptops, tablets or smartphones. 

We need 80 responses from our community to make the survey valid. Please use the link and pin communicated in COMPASS to gain access. 

CURRICULUM DAY - FRIDAY 30 AUGUST 

Please be advised that Friday, 30th August, will be a Curriculum Day. On this day, students will not attend school. However, TheirCare will be operating a curriculum day program for those who require care.

Our teachers will be onsite focusing on the review of the new Victorian Curriculum for Mathematics in preparation for its delivery in 2025. This professional learning includes the development of scope and sequence documents and a detailed breakdown of the skills and attributes required for a successful maths learner. 

Mr. Leech and Stef Hoffner, along with the Numeracy Professional Learning Team (PLT), will lead this extensive session.

We appreciate your support as we continue to work towards enhancing our curriculum for our students.

COURAGE TO CARE PROGRAM - YEAR 5/6

The Courage to Care program is an educational initiative that uses stories of people who stood up against discrimination and racism, particularly during the Holocaust, to inspire students to take positive action when they witness injustice. 

Through interactive workshops and survivor testimonies, students explore themes like courage, empathy, and responsibility, encouraging them to be "upstanders" rather than bystanders. 

This complements our recent focus on bullying with Project Rockit 3-6 and helps reinforce the importance of having a social conscience and standing against racism.

Until next fortnight!

Natalie Rose             &                        Marta Campbell 

      Principal                                         Assistant Principal