Over the past few weeks I have been privileged to work closely with the Year 3 teachers in analysing student writing data. Professional discussions held around ways to best meet the needs of each student and current research has seen changes in the way Mrs Mewett and Mrs Sutton are implementing the high impact strategy of the Gradual Release of Responsibility model. This model is recognised as a successful approach for moving classroom instruction from teacher-centred, whole group delivery to student centred collaboration and independent practice. As the name suggests, responsibility for successful delivery of lesson content is gradually released to the student. 

Here are some photos of students working in the teacher modelled component and students working in the independent practice:

Parents can support student writing by encouraging children to write, write, write! They can:

• Provide many opportunities such as writing the shopping list, sending letters and cards to friends and relatives, writing emails, keeping a diary, publishing personal stories and leaving notes. Writing should be relevant and meaningful rather than writing for the sake of writing.
• Draw children’s attention to how writing is presented, for example, on brochures, billboards, books, and electronic media — these are models of writing for real purposes.
• Create a community of writers. Provide a quiet place for writing with lots of writing materials. Leave notes for each other, write poems for your children, and send messages in lunch containers. Play writing games, for example, one person writes the beginning, another the middle and the other the end of a family story. Write together.

Mrs Nunes, Mrs Mewett, Mrs Sutton

From our Year 4 Classes 

In line with our whole school focus, Year 4 teachers have over the past few weeks collaborated over student data and the new PD/H/PE syllabus, linking the PD/H/PE syllabus outcomes to our context: our classrooms. 

Student voice has been a huge part of this process. Students have been given the opportunity to share ideas and give feedback to structures and situations that concern them. The focus being on RESPECT. Year 4 have explored the following questions: How do we show respect in challenging situations? Why are empathy, inclusion and respect important in our relationships? 

The process began by developing a whole grade consistent definition of the term RESPECT.

Year 4 students then used real examples of when respect was or wasn’t shown. Students reflections on respectful situations:

One time on the playground I was playing OzTAG and someone accidentally bumped into me and I fell over and I was hurt. They said “sorry” and helped me up and took me up to the office to get a bandaid. They showed me respect. By Olivia

Sarah got hurt and Jade went and checked on her. She then helped her up. That is what kindness looks like. Kindness is respect. By Ruby 

In silent reading my desk partner respects me by not talking while I am reading. By Amelia 

How can parents help?

• Celebrate differences in the community, on the television, in books. Focus on what contributions our differences make to our community, country and globally.
• When talking about challenging situations ask and discuss the question: How would I feel? What were my choices? What is the impact of my choice here? Who have I affected or influenced?
• Talk about respect at home when you see it in action. Highlight respect in everyday situations and value this as much as the result.

Year 4 has also been learning about perspective in English and during reconciliation week considered the ‘Acknowledgement of Country’ that we say to pay our respect to those Aboriginal and Torres Strait Islanders ancestors. Year 4 wrote their own ‘Acknowledgement of Country’. Here are some examples:

The Uniform Shop is now open on

Tuesday mornings 8.30am to 9.30am  

Thursday afternoons 2pm to 3.15pm 

Appointments Only 

Winter Uniforms are now available

In order to manage the physical distancing requirements, parents will continue to make appointments at the uniform shop to purchase uniforms.

This can be done through the Compass Portal.

If you would like to place an order with the uniform shop an order form has been added to the school website under parents/uniform.