With so much devastation on the Eastern Coast of Australia and in Europe right now, it was very refreshing and insightful to be stopped in the yard by a few our Senior students this week to reflect upon how lucky we are. One student was overheard to say “I have a bed, a roof and some food – so I can live happy”
There remains a very strong commitment to student wellbeing here at Edithvale Primary and our engagement with the Resilience Project is a key component of this work
“The research is clear; the more positive emotion you experience, the more resilient you will be. For this reason, we focus on three key pillars that have been proven to cultivate positive emotion;
Gratitude, Empathy and Mindfulness (GEM), with Emotional Literacy being a foundational skill to practise these strategies.” – TRP
Gratitude is ‘paying attention to the things we have right now, and not worrying about what we don’t have. We practice gratitude by noticing the positives around us.’ The student mentioned in the opening paragraph has ‘gratitude’ in spades😊
To help practise GRATITUDE at home, you may want to trial asking the following questions or undertaking one or two of the activities (example attached) contained within the link below.
What were three things that went well for you today?
Who is someone you feel really grateful for today? Tell us why.
What is it about our home that makes it our home/special family place?
What is something you are looking forward to tomorrow?
Next Friday – March 11 – is a student free day and the focus for us will be on Disability Inclusion
Over the last few years we have engaged in the Nationally Consistent Collection of Data (NCCD) on school students who we make various levels of adjustments for in order for them to successfully take part in our daily learning and teaching. The level of adjustments fall in to 4 broad categories:
1. Quality differentiated teaching practice – eg different assessments, extra time to complete task
2. Supplementary – assisted technologies, close supervision in the classroom and playground, provision of support services such as a speech pathology
3. Substantial – frequent teacher directed individual instruction, assistance with mobility or hygiene
4. Extensive – highly modified classroom environments, and intensive individual instruction
The Department’s new strengths-based Disability Inclusion model aims to provide a range of supports, tools, guidance and training to ensure the appropriate levels of adjustments continue to be made for our students.
All staff will undertake training in the Disability Inclusion model on Friday March 11 to broaden our knowledge and understanding of the tools and resources available to ensure all students with a disability can participate in education on the same basis as their peers.
This year all schools across Victoria have the same Key priorities – Student wellbeing with a focus on Numeracy and Wellbeing.
A summary of our Annual Implementation Plan goals and targets for 2022 is included here. These are derived from
the Strategic Plan that was developed after our 2021 School Review. At the end of last year and at the very start of
this year we refined actions and outcomes with our SEIL (Senior Education Improvement Leader) who signed off on
Increase the percentage of Foundation to Year 6 students achieving above age expected level by teacher judgement against the Victorian Curriculum for:
- Reading and viewing from 37% in 2020 to 40%
- Writing from 14% in 2020 to 20%
- Number and algebra from 31% in 2020 to 35%
Improve the Attitude to School Survey (AtoSS) percentages of our Years 4-6 students
- Effective classroom behaviour 76% to 78%
- Students at this school treat each other with respect from 53% in 2020 to 60% in 2022
- Students at this school treat teachers with respect from 61% in 2020 to 70% in 2022
- The teacher seems to know if something is bothering me from 59% in 2020 to 65% in 2022
- I enjoy being at school from 84% in 2020 to 86% in 2022
We will be holding assemblies every Friday afternoon on the basketball court (weather permitting) and parents are very welcome. Assemblies will start at 3.00 pm and we ask that you please practice social distancing and where this is not possible, please wear a mask.
We can’t wait to see you all back and we thank you for being so flexible and understanding.
The rapid antigen testing program will continue in schools until the end of Term 1 2022, although this will continue to be monitored and may end early if recommended by health advice.
All students and staff in mainstream schools are recommended to test twice a week,
Free camps for eligible students
Camps are a great way for young people to build confidence, experience new activities, learn leadership skills, connect socially and make new friends.
Holiday camp programs can range from single overnight experiences to spending several nights away.
While on camp, your child may enjoy a range of social and adventure activities which could include team challenges, bush walks, orienteering, hut building, cooking, bush walks, painting with nature, rope courses, abseiling and canoeing. Camp providers will make every effort to ensure they are accessible to all students and will list their facilities and supports available on the Positive Start website.
Express your interest today
Places are limited, so if you are interested in this opportunity for your child or children, register your interest as soon as possible. Registrations close Friday 25 March 2022.
For further information, including how to register, visit:
Which students are eligible for free holiday camps?
Students who meet one or more of the following criteria are eligible to attend a free holiday camp:
- attend a school that experienced closures of 5 days or more due to COVID-19 in 2021. Please note this is only for schools who were closed after the mandated lockdowns due to positive cases within their school and Edithvale Primary does not qualify on this criteria alone
- have an approved Camps, Sports and Excursions Fund (CSEF) application for 2022
- have a parent who holds a valid means-tested concession card (for example a Health Care Card, Job Seeker, Newstart Allowance, Disability Support Pension)
- are in out-of-home care (temporary or permanent)
- have a disability
- are from a refugee background
- are indigenous students
There is a direct link between attendance and achievement. The State average for days off in Primary schools in 2021 was 14.7. This equates to roughly THREE full weeks of missed learning opportunities.
If students miss the basic skills in the early years of schooling they often experience learning difficulties later on. Children need to attend school regularly to make the most of the educational opportunities available to them.
It has been shown that poor patterns of attendance in the early years can lead to poor patterns of attendance throughout the school years.
Poor attendance also can make it difficult for students to form positive friendships with their peers.
As the table below shows – a 90% attendance rate might sound alright – but it still means that over the course of a child’s Primary and Secondary schooling, they would miss ONE FULL YEAR of face to face learning opportunities.