Oakleigh PS Newsletter

From the Principal

CAMPING NEWS

 

The Year 5/6 Camp, judging by the tired faces who arrived back from camp on Thursday, was very successful. Students were very positive about the venue, the activities, and the food. It was wonderful to speak to them about all they did and the activities they enjoyed most. As for all of us on holidays each student I spoke to had a different favourite activity. Canoeing appeared to be a highlight for many.  The visit to Healesville Sanctuary was also a great addition to the camping program, the bird feeding exhibition being a highlight. 

I would like to make special mention of the teachers who attended the event. Their commitment is considerable, and I know they did not get much sleep.  Special thanks also to Paul Li, a parent with broad experience in running camps for children, Jennie Kennedy and Christina who also attended. Their day began early in the morning tending to the early risers and finished late at night. 

MATHS NIGHT

It was very pleasing to see so many parents and students at our Maths Night on Tuesday last week. Feedback from the parents I spoke to was very positive and a highlight for me was seeing parents completing maths problems or playing maths games with their children. 

 

I hope that this event gave you all a greater understanding of what Maths looks like in our classrooms. Whilst teaching students how to work mathematically e.g. the four processes, classrooms today also focus on the four proficiencies which enable students to be numerate. Maths today is more than just rote learning – students need to be able to think mathematically. 

 

The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically.

Understanding refers to a student’s understanding of the relationship between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they:

  • connect related ideas
  • represent concepts in different ways
  • identify commonalities and differences between maths concepts
  • describe their thinking mathematically
  • interpret mathematical information

Fluency describes student’s ability to choose appropriate procedures, and solve problems flexibly, accurately, efficiently, and appropriately. They can also recall factual knowledge and concepts readily. Students are fluent when they:

  • make reasonable estimates
  • calculate answers efficiently
  • choose appropriate methods and approximations
  • automatically recall definitions and number facts
  • can manipulate expressions and equations to find solutions

Problem-solving is the ability of students to make choices, interpret and investigate problems and communicate solutions effectively. Students pose and solve problems when they:

  • use mathematics to represent unfamiliar or meaningful situations
  • design investigations and plan their approaches
  • apply their existing strategies to seek solutions
  • verify that their answers are reasonable

Reasoning refers to a student’s capacity for logical, statistical and probabilistic thinking and actions, such as hypothesising, explaining and justifying. Students are reasoning mathematically when they:

  • explain their thinking
  • deduce and justify strategies used and conclusions reached
  • adapt the known to the unknown
  • transfer learning from one context to another
  • prove that something is true or false
  • make inferences about data or the likelihood of events
  • compare and contrast related ideas and explain their choices

TERM 4 EVENTS 

CURRICULUM DAY – MONDAY, 31ST OCTOBER –NO SCHOOL FOR STUDENTS

 

A reminder that Monday, 31st October, is our third Curriculum Day for the year. Students do not attend school on this day. Please note there will be no OSHC Program on that day.

During the day staff will working with their team to analyse student data and begin writing reports.  

 

STUDENTS NOT RETURNING IN 2023 

 

As previously advised, could parents of students not returning in 2023 please communicate this to the school in writing (preferably by email) as soon as possible so that class formations can be developed.  

 

CLASSES FOR 2023

 

During this term teachers will begin to look at the formation of 2023 classes. The protocol for communication about your child’s needs for 2023 is to write directly to the Principal, via letter or email by Friday, 4th November. Requests can only be based on your child’s needs, not requests for a particular teacher.

 

Your child’s current teachers have been working with the year level cohort throughout the year. They know their students and their friendship groups. They understand the learning needs of each child and are able to make wise and informed decisions as to placements for students for 2023 and will be directly involved when class placements are considered. 

 

Michele Nolan

Principal

michele.nolan@education.vic.gov.au