Dear GIPS Families,

As we continue our journey into this school year, I want to take a moment to reflect on an important aspect of our educational philosophy: the value of students feeling challenged. At GIPS, we believe that learning happens when students step outside of their comfort zones and engage in tasks that push their abilities, creativity, and problem-solving skills. We want our students to not only feel challenged but to embrace challenges as opportunities for growth, fostering resilience, perseverance, and a love of learning.

This year, a key focus in our Annual Implementation Plan is student agency—empowering our students to take ownership of their learning. Student agency is about giving children ownership over their educational journey. It's about allowing them to set personal goals, so they can: reflect on their progress, learn how mistakes are helpful, and develop growth mindsets. When students have agency, they become active participants in their learning, which deepens their engagement and increases their drive to succeed. As part of this focus, we are implementing strategies to ensure that each student is consistently challenged in a way that is meaningful and achievable for them. This may involve personalised learning goals, differentiated tasks, and learning opportunities that have "high ceilings" where students can continually challenge themselves with their critical thinking. By offering students more "learnership" over their learning, we’re helping them build the confidence to tackle new challenges and think critically about their work. We want our students to understand that facing difficulties is not something to shy away from but an integral part of learning. With the right support, encouragement, and opportunities, they will develop the skills and mindset to overcome challenges and thrive academically.

You might want to support these habits at home. For instance, you can model a growth mindset by sharing your own challenges. You can share your own experiences with learning something new or facing a challenge. For example, "I was struggling to figure out how to fix the bike, but I kept trying different things until it worked. It wasn’t easy, but I didn’t give up." This shows your child that challenges are a natural part of learning.

Throughout the year, we’ll be sharing more updates on how we are fostering student agency and creating environments where students feel challenged. Together, we can continue to encourage our children to grow, learn, and develop into confident, capable individuals.

Thank you for your ongoing support in this important initiative.

Warm regards,

Maddie Witter

Principal, Glen Iris Primary School

In our classrooms

In our prep classrooms

The Preps recently took part in the Happy Being Me incursion where they had fun learning about friendship and celebrating what makes everyone special. It was a great way to tie in with their "All About Me" topic!

In grade one

Exciting Light & Sound Incursion!

Our Grade 1 students had an amazing time during the Mad About Science incursion, where they explored the fascinating world of light and sound! Through hands-on experiments and interactive activities, students discovered how light travels, the difference between translucent, transparent and opaque, and how different materials affect sound. This engaging experience sparked curiosity and deepened their understanding of our inquiry topic this term. A big thank you to Mad About Science for bringing learning to life in such a fun and memorable way!

Building Strong Number Sense in Grade 1!

Our Grade 1 students have been diving into place value with exciting hands-on activities! Using tens frames, base ten blocks, bundling sticks and MAB blocks, we are constructing two-digit numbers and exploring the importance of tens and ones columns. Through our interactive lessons students are seeing how numbers are structured, strengthening their number sense in a fun and meaningful way. Well done, Grade 1 mathematicians!

In grade two

As part of our writing and reading program, Grade 2s have been learning about procedures. We have read lots of different procedures. Last week, we made scary spiders, origami fish and this week we completed our Stop and Pause writing based on our experience of making fairy bread. Grade 2 have learnt lots about procedures.

In grade three

Last Friday, the Year Three students had a special visit from members of Victoria Police. This engaging session covered the importance rules and laws and their differences. One lucky student from 3H, even had 'Happy Birthday' sung to him over the police radio.

In grade four

In numeracy this week, our students delved into the world of length measurement, focusing on the appropriate units and tools to use when measuring distances. To make learning engaging, we incorporated a fun bean bag toss activity. Students were tasked with estimating the distance of their partner's throw, followed by measuring it accurately using meter rulers or trundle wheels. As part of the exercise, they practiced converting their results from meters to centimetres, reinforcing their understanding of measurement conversions.

In five/six

Our Year 5 and 6 students are exploring space for our Integrated Studies topic ‘Lost in Space’. For their project, they have come up with open-ended questions and are working on their research skills to find information on their chosen topic.

News from SRC

The SRC are working hard behind the scenes to organise this year’s Walk-a-Thon. They will be creating posters, which you will see around the school next week, discussing it at next week’s assembly, and writing about it in Ms Witter’s next newsletter. They are hoping to raise enough money to buy a projector which we can use for our school assemblies.

News from the art room

In Art the students have excelled at creating a self-portrait. Year 2 students have been inspired by American artist Andy Warhol. Year 4 students have used Ben Day dots and the cartoon style of American artist Roy Lichtenstein to create their self-portraits. Year 1 have looked at the Young Archie to create their watercolour and pastel portraits. Year 5/6 have worked on creating tones and shading in pencil to complete their work. Just amazing artwork by everyone! Pop in and see for yourself, it’s on display now in the main building.

News from the oval

Congratulations to Max and Alice

Congratulations to Max Bekker and Alice Hopkinson on qualifying for the Eastern Metropolitan Region Swimming Championships! Their determination and effort in the pool have paid off, and we couldn’t be prouder of their incredible achievement. We wish them all the best as they take on this exciting challenge. Good luck, Max and Alice – we’re cheering for you!

In performing arts

Preps have been exploring “t” and “i” sounds with their classroom teachers, so Mr. Harley has brought his trumpet to performing arts! Together, they have been having a great time using the trumpet to explore high and low pitches.

In our staffroom

Grace Langton visits GIPS

As part of our improvement strategies to support all our learners to improve our learning outcomes, Grace Langton (a senior member of the Berry Street Model) visited GIPS to support our better understanding of how learning cements itself in long term memory. We are looking forward to capturing her teachings within our weekly planning sessions.

Dr Peter Liljedahl professional learning

Continuing on our improvement strategy to support all learners to improve their learning outcomes, we did training with Dr Peter Liljedahl author of Building Thinking Classrooms in mathematics. Dr Peter Liljedahl is a professor of mathematics education at Simon Fraser University in Vancouver, Canada. He is the current president of the Canadian mathematics Education Study Group, past president of the International Group for the Psychology of Mathematics Education, editor of the International Journal of Science and Mathematics Education, and he is on the editorial board of five major international journals. Peter is a sought-after presenter who has given talks all over the world on the topic of building thinking classrooms, for which he has won the Cmolik Prize for the Enhancement of Public Education and the Fields institute's Margaret SInclair Memorial Award for Innovation and Excellence in Mathematics Education. In the workshop with Dr Peter Liljedahl, we specifically looked into what thinking looks like in classrooms and practical strategies in order to optimise student thinking. Read more about the learning in Lisa's Corner.

Literacy Learning

Writer’s Workshop sessions are up and running at GIPS! Through daily choice writing, our students have the opportunity to explore and share their interests, feelings and ideas. This is a great example of student voice and agency in action.

In Term 1, a major focus is on establishing the routines and expectations that set students up for writing success throughout the year. This includes children and teachers working collaboratively to identify what good writers do. Ideas are displayed on a chart or poster in the classroom and referred to during writing sessions. We like to call these ‘living’ posters as they are added to throughout the year to incorporate new learning.

Have a look at some of the terrific posters students across the school have worked together to produce already this year! - Meagan Cofield, Learning Specialist

Lisa's Corner

“Thinking is a necessary precursor to learning, and if students are not thinking, they are not learning” – Peter Liljedahl

This week, GIPS educators joined Shanae Hill (GIPS Learning Specialist -Maths) to explore the research of Peter Liljedahl, unpacking how thinking skills are maximized for students in our classrooms. Just as none of us would visit a medical practitioner who was not up-to-date with current research, as critical thinkers (and lifelong learners) educational research informs pedagogy for practitioners at our school.

As the cornerstone of learning, thinking is a fundamental skill that our educators actively seek for all learners, and we already resist the assumption that learners are operating in this space by default. Looking for evidence of rigorous thinking informs teachers and their day-to-day work.

“A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.”― Ron Ritchhart, (Making Thinking Visible)

This week the staff met to facilitate our own learning and sharpen our focus on four elements researched by Liljehahl;

1. The types of tasks we use.
2. Forming collaborative student groups.
3. Student work surfaces.
4. Classroom organisation.

Liljehahl has a background teaching Mathematics. With this prior knowledge and from the four elements we explored, I was most inspired during our session by the development of his first idea, The tasks we use. In his text (Building Thinking Classrooms in Mathematics) the importance of problem solving is made clear as is the impact it can have on student thinking. Furthermore, it prompted me to share with our parent community one of many strategies we use when explicitly teaching problem solving with our student mathematicians.

The Concrete, Representational (Pictorial), Abstract (CRA or CPA) theory of cognitive development (Brunner) is a model that when understood, supports our teachers to build rich mathematical learning tasks for all students.

Driving a car and mathematical thinking can be surprisingly similar ?!?!?!

I have always struggled to be the best teacher of mathematics because it was a subject that came so easily to me at school. I tend to solve an equation a bit like driving a car; by automatically encapsulating the entire process as a single operation. Just as when teaching Maths, I was challenged when teaching my three children to drive as I had to slow down and actively break the process down into small, teachable steps, ultimately maximising their safety, competence and independence as they demonstrated increasing capacity. Back to Maths . . . .

If I was to pose the problem ⅖ ÷ ⅜ = □ . . . .

I wonder how many of us automatically convert the equation to; ⅖ x 8/3 . . . . . .

2 x 8 = 16

5 x 3 = 15

Therefore 16/15 (or 1 and 1 fifteenth) is the answer. We know the formula and apply it in a rote fashion but may struggle to explain our thinking or detect a mistake in computation. (I wonder how many of us would still groan hearing the words “show your working out!”)

So, the challenge to learner thinking becomes more evident when you consider the “ask of the task”, checking how a learner explains their thinking, determining if the answer makes sense, or verbally describing how to model/demonstrate what the equation is calculating.

The CPA cognitive theory is best used as a method to foster mastery of mathematical concepts, to deepen learner understanding and provide thinking strategies that go beyond rote learning.

Concrete; This is action-based learning where students use materials such as counters, icypole sticks, blocks or any other handy object to show the maths problem, manipulate the objects and model the answer.

Pictorial/Representational; Image-based learning where the problem is drawn by the student, altered, and then utilised to demonstrate the answer.

Abstract; This technique uses symbolism (often formulas) and is reliant on language-based understanding. This calculation usually contains technical language that must be understood and then applied to a problem, therefore calculating an answer.

Typically, learners are supported by their teachers to commence a new concept in a concrete, action-based form. When confident with this, they move on to making a picture or diagram representing the problem to be solved. The schema developed during these two stages then form the basis for developing/understanding/adopting/applying learning rules, formula or rehearsed procedures, to calculate the answer. These rules and formula usually need to be memorised to increase student fluency and speed while maintaining their accuracy.

These stages do not always need to be linear and often students in older classes will be seen returning to the concrete and pictorial stages as part of a concept review or introduction. The stages are not specific to particular age groups.

“For the most effective learning to take place, children need to constantly go back and forth between each of the stages. This ensures concepts are reinforced and understood.” - What Is The Concrete Pictorial Abstract Approach?

What can parents do with this understanding?

Firstly, have a range of cheap materials at home to assist even the youngest mathematician. Tooth picks, lego or even torn up pieces of paper are important resources as your child explores new learning and solves problems.

Secondly, don’t be in a hurry to increase the size of numbers when computing equations at home. If a child masters the equation 4+6=10, rather than rushing to double digits (35+12=47), ask them to model or draw their calculations. Ask them to find other combinations that add 10. Remember the word ‘mastery’, it will support mathematical thinking long into the future.

Finally, give your child lots of opportunities to explain their thinking to you. Building a rich vocabulary of technical terminology will assist their understanding when they move to abstract solutions. Eg. Subtraction/take away/less/minus/remove/etc

My Warmest Regards,

Lisa Gough

Leading Teacher

In our community

Harmony Day Parade

Starting March 17^th GIPS will be celebrating our cultural diversity through a range of activities in class for Harmony Week. The festivities will culminate in a Harmony Day parade, on Friday 21^st March at 9.15am on the oval. On Friday, students and staff are encouraged to wear a costume that celebrates their culture or heritage, the colours of their flag or national sports team. Perhaps you have many cultures or countries to choose from and you can wear a combination to show your diverse background. You can always wear orange which is the colour of Harmony Day! Parents are welcome to celebrate with us during the parade. We look forward to seeing you in all your amazing outfits!

Prep and Grade Six Teddy Bear Picnic

The Preps had a fun filled day at their teddy bear picnic with their buddies!

As part of their learning about the letter 'T' they brought along their favourite teddy bear and enjoyed lunch with their buddy.

Team Kids Update

Wheelchair and Pram Access

As a reminder, we would like to inform all families that wheelchair and pram access to the school grounds is available through the middle gate on Glen Iris Road (located near the grade 5/6 classroom entrance). For safety reasons, our staff carpark gate needs to stay gated during school hours.

This gate provides easier access for those with mobility needs, ensuring a smooth and safe entry to the school.

Thank you for helping to make our school safer for everyone. Should you have any questions or need assistance, please don’t hesitate to reach out to us.

Walk-a-Thon

Your child will be bringing home a Donation Form today to support the GIPS Walkathon on Friday 28th March. Money raised will help fund a visual screen to be used at assembly. On the day, students will be asked to wear their house colours.

Can we kindly ask that the donation form and sponsorship money be returned to GIPS by Wednesday 2nd April. To make it easy for families sponsorship money can be made via Compass Course Confirmations, EFTPOS or in an envelope with the child's name and classroom to the office.

Thank you for your support and most importantly we hope the students have fun!

Supervision Before School

Student safety at GIPS is our highest priority and the safe and appropriate supervision of students is an important element of our duty of care to students. Part of this duty is ensuring parents and students are aware of our student supervision arrangements before and after school.

Before school: School grounds are supervised starting at 8:45 am Monday to Friday. Classroom doors open at 8:50 am Monday to Friday.

After school: School grounds are supervised between 3:30 pm and 3:40 pm Monday through Friday.

Students on school grounds outside these times will not be supervised (unless they are attending a before or after school care program or supervised extracurricular activity. In this case, they will be supervised by that third-party provider). Parents/carers are requested to ensure that students do not attend school outside of these supervised times unless they are attending before or after school care, or a pre-arranged supervised activity (i.e. Tennis). Please do not drop your children off unsupervised before supervision commences.

Families are encouraged to refer to Glen Iris Primary | TeamKids for more information about the before and after school care facilities available to our school community.

Inclusive School Playground

We are thrilled to announce that the Inclusive School Playground project has officially been tendered, and construction is set to begin on 28 March. If all goes according to plan, the build will be completed shortly after the start of Term 2, with the majority of work taking place during the school holidays.

What changes can we expect?

• Off the oval, we’ll be introducing regulation tools such as a swing set and trampoline, providing students with opportunities to engage in "patterned repetitive activities", or soothing activities like swinging back and forth with their friends.
• In the junior playground, we’ll be adding various regulation and proprioceptive tools, including heavy pulling and pushing activities within a transformed sandpit. We’ll also have sensory tools such as bells, chimes, stepping stones, and a resurfaced asphalt area with colourful games painted on it.

A huge thank you once again to all the parents, both past and present, who have supported this project. Special thanks to Nadia for her continued dedication and input on the playground design over the past 12 months. We can't wait to see it all come to life!

Tree Screen and Outdoor Seating

The Victorian School Building Authority (VSBA) has completed repairs to the tree screen, and our Grade 5/6 students have been enjoying some relaxing time on the deck during playtime. Thanks to the generous support of last year’s Walk-a-thon fundraiser, which focused on improving this area, we still have remaining funds to add outdoor seating for students who want a comfortable spot to sit and chat. We’re excited to make these additions soon!

A Reminder about Late Arrivals

A friendly reminder that if students arrive after the 9:00 am bell, they will need to sign in at reception. There’s a quick "kiss and go" area, and a member of our team will escort the student to class.

For any conversations with teachers, the best time is after school at 3:30 pm, as staff are busy supervising students during drop-off and are not available for check-ins at that time. Thank you for your understanding.

e-Safety

Every year, the eSafety Commissioner hosts a series of webinars for parents on a range of topics relevant to children and adolescents. These can be accessed at www.esafety.gov.au/parents/webinars. Please see the attached flyers for more information about sessions coming up in Term 1 and Term 2.

Ashwood High School Invitation

GIPS Container Scheme

GIPS now has a container deposit scheme donation code where you can donate your 10c container refunds to the school, this is a fantastic way to recycle while also raising funds for the school.

It is an easy 3 step process:

1. Collect eligible containers (can's, bottle and juice boxes) check for the 10c mark, often near the bar code HINT: you can keep lids on
2. Find your refund point HINT: CDS Vic Depot Oakleigh at 37-41 Oxford St Oakleigh is close by
3. Donate HINT: at the machine select "enter zone ID" and scan the GIPS barcode (the friendly depot staff can also help)

See attached poster for more information.

From

School Council