2022 - November Edition

Teaching and Learning

Classroom News

Prep - Mrs McLean & Mrs Stephan

The preps are exploring living and non-living things in science. We have been discussing what living things need to survive. The preps have engaged in lots of hands on learning in this area including, planting seeds, water plants and feeding the fish. Our technology unit this term has crossed over with science and we have been able to take our living and non-living knowledge and implement it into our ‘Grow, Grow, Grow' unit. We have been looking at the concepts of paddock to plate and how these processes work in everyday life.  Our highlight for this was definitely our trip to the dairy farm to watch the cows being milked. Lots of exciting learning happening in Prep!

 

1/2 - Mrs Allison, Mrs Anderson and Mrs Cooper

The 1/2 classes started the term with NAIDOC Week, reading Indigenous stories and trying some Indigenous art styles.  Learning about Australia’s Indigenous peoples will continue with our excursion to Cobb and Co. Museum.  We have also been hooked into our new English unit with some ‘campfire’ storytelling in the classrooms.  Great fun! During music lessons, students have been creating their own rhyming lyrics for Miss Hays to sing.

 

 

3/4 - Mrs Bridge, Mrs Couch, Mrs Stafford and Mrs Muirhead

Students in Year 3/4 have been actively engaging in their new units this term.  In HASS, students have been using computers to research the vegetation, climate and interesting landmarks of Brazil. They have been investigating forces in Science, and exploring and consolidating their understanding in Maths through hands on activities and games. 

 

5/6 - Mrs Cubis, Miss Nees and Ms Cumerford

The 5/6 cohort have been busy jumping into some exciting new topics this term.

Science has been a huge hit so far, learning about how light and shadows work, we have been undertaking some fun and interesting experiments and are looking forward to seeing what each week will bring. HaSS has us learning about other countries and where they are in relation to Australia, lots of atlas work so far and lots of interesting information. 

 

Book Week

Since 1945, the Children's Book Council of Australia (CBCA) has held a Book Week aimed at bringing children and books together. This year, the book week theme is 'Dreaming with eyes open.' At GGSS we will open book week with a parade of costumes on Friday the 26th of August. Children will engage in a range of activities and competitions in week following.

'Behind the Classroom Door'

Keep an eye out for our YouTube series called 'Behind the Classroom Door.'  This semester we will be having a look at all of the amazing things that happen in our classrooms at Glenore Grove State School. Each week we will showcase a different class group. The link will be shared on Dojo and Facebook. 

Homework Centre

We still have some spaces left on all 3 days - students are still welcome to join.  We run Monday, Tuesday & Thursdays - 2:45 to 3:45 it includes staff to support homework activities like, reading, sight words & number facts as well as afternoon tea.

 

Complete registration and email to admin@glenoregrove.eq.edu.au or hand in to the office.

Premier's Reading Challenge 

The Premier's Reading Challenge began on the 9th of May and goes through until the 26th of August. The Premier's Reading Challenge is not a competition but a way to encourage students to develop a love of reading for life. Through the challenge children are given an opportunity to develop their appreciation of the English language, and additional languages, and are encouraged to explore and enjoy a wide range of literary texts. 

 

For a student to successfully complete the Premier's Reading Challenge they are required to read or experience the number of books indicated below:

  • Prep to Year 2—read or experience 20 books.
     
  • Years 3 to 4—read 20 books.
     
  • Years 5 to 9—read 15 books.
     

Experiencing a book includes classroom or at home activities such as shared reading, listening and reading along with a book, or being read to. The requirement for Year 5 through to Year 9 students to read 15 books rather than 20 books acknowledges that older students are likely to select longer, more complex books that may take them longer to read. Students are encouraged to select a range of fiction and non-fiction books suited to their reading ability. 

 

Student Support Services Term 3

NCCD at Glenore Grove

Traditionally, Term 3 has been a very busy time for our Student Service Team, as we gear up to submit our data set to form part of the NCCD. This year, our data is more important than ever. 

 

But what is the NCCD?

The Nationally Consistent Collection of Data on School Students with Disability (NCCD) gives Australian schools, parents, guardians and carers, education authorities and the community information about the number of students with disability in schools and the adjustments they receive. The Australian Education Regulation 2013 requires all schools to report the data collected for the NCCD to the Australian Government on an annual basis. This collection enables schools, like Glenore Grove, to better understand the needs of students with a disability and how to support them, in the best possible way.

 

Under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards), Australian students with disability (verified and imputed) must be able to access and participate in education on the same basis as their peers. To ensure this, students with disability may receive adjustments to access education, based on the professional judgement of teachers, in consultation with the student and/or their parents, guardians or carers. A verified disability is one where a medical diagnosis has been signed off by a medical specialist. An imputed disability is an undiagnosed disability the school team considers a student to have that is having a functional impact on their learning.

 

Why is the NCCD important for us? The NCCD is important as it helps us review our support systems; provides greater understanding about the needs of and supports for our students with a disability or imputed disability; it helps our teachers build capacity in making professional judgements; ensuring all support and adjustments are consistent for all students and finally, and most importantly, the collection will be our resource and support funding model. This funding model will be transitioned over the next 2 years. Our submission closing date this year, is the 5 August 2022. 

 

Our role in Student Services is to ensure that all students have the support they need to be successful learners. Communication is a big part of this process. Parents and carers will be advised if their child is part of the collection, via email. Most of our parents and carers will be aware of the supports and adjustments their child is receiving, but if you would like to know more, please contact your class teacher to discuss this further.

If you would like to chat about any information you have read about the NCCD, please contact Hayley Freemantle.

 

The link to the NCCD portal is here.

Below is information on our new resourcing funding model.

Parent Teacher interviews

Thanks to those families that engaged in these conversations this week.  It was lovely to see so many of you there.  Conversations looked engaging and informative.  Thanks to the staff and families that made time for these to take place.