Halfway already. Somehow we've reached the end of Term 2. The calendar says it's Week 10, but judging by the number of things crossed off (and added to) my to-do list, I'm not entirely convinced.

Our School Became a Gallery

Last Wednesday's Art Show was one of those evenings that reminds you why schools are such special places.

I've been to plenty of school art shows over the years, as both a teacher and a school leader. Most involve a hall, a few display boards, some blu-tack and a frantic pack up before everyone heads home.

What I love about ours is that it doesn't disappear.

The artwork doesn't come down the next morning. It becomes part of our school. Every corridor, hallway and shared area becomes a gallery, and for the next twelve months or so our students get to walk past their own work, admire the work of their peers and be reminded every day that what they create has value. That makes it something really special.

Thank you to everyone who came along to celebrate with us, and to Susan and our staff for the enormous amount of work that goes into transforming the school and pulling off the event. It's a lot of preparation for one evening, but thankfully one that stays with us for the year.

Looking Ahead: Discovery

One of the things I'm most excited about next term is finally sharing some of the curriculum work that's been happening quietly behind the scenes.

Since the beginning of the year, our teaching teams have been reviewing every one of our Inquiry units. It has been an incredibly valuable process, helping us identify areas where learning was being covered inconsistently across year levels and language streams, as well as opportunities to better connect learning across different curriculum areas.

Beginning in Term 3 we'll introduce a common whole-school Discovery focus. Rather than every year level exploring completely different topics, the school will unite around one shared focus, with each year level investigating it through learning that is appropriate for their age and aligned with the Victorian Curriculum.

Our first Discovery focus will be Health.

That doesn't mean every class will be learning exactly the same thing. Each learning area will approach this shared focus in different ways. Students will investigate change and healthy lifestyles in junior years, our 3/4s will explore the physical, emotional and social growth and changes our bodies go through as we develop and our 5/6s will analyse health information, look at the emotional and physical impacts of puberty and development, while exploring influences (and influencers) when it comes to safe and health behaviours.

The exciting part is actually the planning that’s taken place behind the scences.

Already we've found better opportunities to integrate Literacy and Numeracy, reduce duplication and make stronger connections across the curriculum. It has required a shift in thinking, but staff have embraced the opportunity with enthusiasm and a genuine willingness to ask, "Is there a better way we can do this?" Personally, I think that's been one of the biggest wins.

RWPS has lots of moving parts. Different language streams, shared teachers, part-time staff, specialist programs and teaching teams all doing fantastic work. Finding something that genuinely unites us isn't always easy. This work gives us a common focus, common language and a shared direction while still allowing every teacher to meet the needs of the students sitting on the floor in front of them.

Next term, we’ll share with you our new two-year overview for this work, so you can see how these units of work will pan out for the next couple of years at RWPS.

Quiet Confidence

One of the things I spoke to students about at assembly today is something I've noticed more and more over the past couple of years at Richmond West Primary School.

We're a fairly unassuming school.

That's probably a good thing. Nobody really enjoys spending time with someone who's thinks they're the smartest person in the room.

Whether it's a sporting competition, a musical performance, an art exhibition, welcoming visitors into our classrooms or sharing our work with other schools, we don't spend much time talking ourselves up beforehand. We sometimes do the opposite and downplay what we are truly capable of and simply get on with it.

Then something interesting usually happens. We perform exceptionally well.

Visitors leave impressed by what they've seen. Our staff share outstanding practice. We often achieve things that surprise other people, simply because we've been too busy focusing on doing the work rather than talking about it.

There's a difference between wanting to be the best and wanting to do your best. One relies on comparing yourself to everyone else. The other is about being just a little bit better than you were yesterday.

I know which one I'd rather our students grow up believing.

Halfway

As we reach the halfway point of the school year, I've found myself reflecting on the idea that schools are never really "finished". There's always another lesson to improve, another opportunity to explore or another way we can do things a little better.

That's why I'd encourage families to read this week's semester reports as a snapshot of your child's learning journey, not the final destination. Celebrate their strengths, recognise the growth they've made over the past six months and look forward to where that learning will take them next. Parent Teacher Interviews early next term will provide a valuable opportunity to do exactly that.

I hope every family enjoys a well-earned winter break. Whether your plans involve travelling, catching up with friends and family or simply spending a day on the couch in your pyjamas, I hope it's a chance to slow down and recharge.

Until Term 3,

Trevor.

Years 1 & 2