Junior School news
Shelley Parkes
Deputy Principal - Professional Culture and Junior School
Welcome to Term 3. I hope this newsletter finds you well and filled with anticipation for the upcoming term. As we prepare for another exciting term of learning and growth, I wanted to take a moment to discuss the importance of our school uniform policy and the positive impact it has on our students and the entire school community. One of the significant advantages of school uniforms is the unity it creates within our school community.
When our students don their uniforms, they share a common identity, forging a strong sense of affiliation with their school. This unity cultivates school spirit and encourages active participation in various academic, social, and extracurricular activities. It builds lasting connections and friendships among students, enhancing the overall school climate. Uniforms play a vital role in ensuring a secure environment for our students. When everyone adheres to the dress code, it becomes easier to identify individuals who do not belong on campus, promoting the safety and well-being of our students. This creates a reassuring atmosphere where students can thrive and focus on their education.
A well-maintained and consistent uniform policy contributes to a positive public perception of our school. It symbolizes discipline, order, and academic seriousness, and enhances our reputation in the community and among prospective students. Thank you for your continued support in making Oakleigh Grammar a place where our students can thrive, learn, and develop a strong sense of pride in their education and school community.
Term 3 has begun with a ‘Positive Impact’. Our Junior School Team spent the Staff Professional Development days collaborating on our Term 3 focus and sharing planned learning experiences to ensure we are continuously building a developmental approach and aligning our delivery with The Junior School Quartet Model.
ENGAGE – The Engage Phase teams in Prep, Year 1 and Year 2 focussed their time on planning learning experiences that follow repetition to mastery. The learning environment in the Engage Phase is based on predictable, consistent routines. We looked at hands on resources that are engaging and build connections to real life experiences.
EXPLAIN – The Explain Phase team in year 3 focussed on unpacking learning outcomes in the subject area of Science from the revised Australian Curriculum. They planned for rich learning experiences that will allow students to begin to apply a student agency approach where they can seek to ‘take action’ following a unit of work.
ELABORATE – The Elaborate Phase teams in Year 4 and Year 5 focussed on a continuation of slow release responsibility of learning. The planned for learning experiences that stimulate personalised direction. Teachers deliver content in a way that provokes curiosity and self-awareness of next steps in learning.
As a Junior School Team we worked collaboratively to reflect on and forward plan our Pastoral Programme. We discussed experiences that are intentional to the needs of each cohort and support a ‘Positive Impact’. Our time together on these Professional Development Days are invaluable in collaborating as a powerful team to learn and strive together.
Sarah Caffrey
Head of Curriculum - Junior School