LPS eNews

27 August 2020

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Principal's Message

This week's cover features two families who are enjoying some fun during remote learning. Brothers AS and FS are still smiling after pitching a tent together inside the house. HP has mastered the growth mindset pencil-balancing task in last week's Prep Wellbeing LFH. Great to see our students thriving - send us more photos of infectious smiles so we can share them around! 

LFH and Webex Essential Schedules

Parents may have noticed that we’ve added some information to our Webex Essential schedules in the LFH pages. This is to help parents and students understand the teacher’s intentions for each Webex Essential and know whether some LFH tasks should be completed before, during and/or after these sessions.

'Introducing' – this task may need explanation or involve new learning, resources or concepts, so students should start the task during or after the Webex Essential session. For example, 'Introducing' sessions may explain Learning Intentions, clarify what is required or address how to use resources to complete a task.

'Teaching' – the teacher provides some explicit instruction or uses worked examples to show how this task is done, before the students continue with this learning. Along with Learning Intentions, Success Criteria may be used. Again, the task is not started until during or after this Webex Essential session, although the teacher may ask students to do something to prepare for the session.

'Reviewing' – students are expected to bring or submit a task that has been completed or partially completed before the Webex Essential session, so the teacher can monitor understanding or engage students in feedback discussions. (Some tasks might need to be submitted via Sentral parent portal or Google Classroom before a review session.)

We hope this helps families in planning their LFH each week.

Webinar with Dr Michael Carr-Gregg

Thanks for the positive feedback on this opportunity for parents, which was  very well-attended. If you missed it, click here for the link to Dr Carr-Gregg's summary of Managing the Corona-coaster.

Farewell Louise!

Tomorrow is Ms Rambaud's last day of teaching Year 2L before starting maternity leave. Louise has been a committed and highly professional teacher, leader and colleague. We hope she enjoys some well-deserved relaxation before the birth of her baby.

Mrs Kylee Mason will be teaching 2L for the remainder of the year, providing a familiar face as their new teacher during these unusual times. As well as ensuring a smooth handover from Louise, and sitting in on recent 2L Webex sessions, Kylee has completed the LFH Spanish planning for this term. When we are more certain of Term 4 arrangements for schools, some decisions can be made about Spanish for next term.

Students who have been working with Mrs Mason for Literacy Intervention will have a new teacher for those Webex sessions. An email will be sent to those parents with details.

Finally, a very Happy Fathers Day to all our dads for next Sunday, 6 September. We hope you get a wonderful surprise, just like Year 1 student Elmie's lucky dad!

                                      



Our Vision:    Learn   •   Thrive  •   Contribute 

 

School Council Update

From Michael Johnson, School Council President


Hi All

We’re over half way through term 3, daily case numbers are going down and there are signs of spring being just around the corner – fingers crossed we are back to school soon!

It has obviously been another challenging period managing all the aspects of the Stage 4 lockdown including another stretch of Learning from Home. Thank you to everyone in the LPS community for their efforts over the past few months to adapt to this new normal.

Despite the logistical challenges of lockdown, our school council and sub-committees have continued to meet over the last few months to help keep many aspects of LPS ticking along.  This included an extra meeting to undertake the annual school council self-assessment which is a requirement of all school councils and allows us to review our operations and effectiveness. Some of the key takeaways from that meeting were:

  • Continue to improve visibility of the activities of school council and sub-committees through communications
  • Uplift the induction process for new school councillors and sub-committee members
  • Look at how school council can be more inclusive and representative of the diverse LPS community

We also met last week for our regular meeting, covering all the usual council business. Some focus areas that also discussed were:

  • An update on the LPS Community Engagement Strategy, presented to the very well-attended Engagement & Wellbeing subcommittee meeting.
  • Progress on priority projects for 2020 (and beyond), including replacing the AV system in the hall and the process for replacing the running track in the near future.
  • The results of the LFH parent survey and how this valuable source of feedback from the across the LPS community has been incorporated into the Term 3 LFH strategy and experience.
  • Approving the updated Homework Policy and Statement of School Values and Philosophy, as per DET guidelines and with minor changes.

Lastly, we continue to welcome your informal feedback and suggestions despite the current logistical challenges. Please feel free to reach out to any of the council members.

Our Vision:    Learn   •   Thrive  •   Contribute 

Student Leaders

Our House Captains have been busy keeping themselves fit during LFH.

Let’s take a peek and see what they have been up to!

McCubbin


Roberts

   

Streeton

 

Conder



Our Vision:    Learn   •   Thrive  •   Contribute 

What's Happening?

From the Assistant Principals, Kathy and Jo

Living our values of Respect, Integrity, Resilience and Curiosity

A common set of values and expected behaviours promotes consistency, safety and cohesiveness.

Our students and staff have spent time this year, when not learning from home, unpacking what our values look like in practice: at school, such as in classrooms, transitioning between classes and in playgrounds. It has been a fabulous opportunity to gain insight into student and staff opinion around what behaviours they expect of each other and their teachers/leaders. This has culminated in our LPS Positive Behaviour Matrix, broken into relevant settings and displayed around our school buildings and grounds.

When ‘normal’ life at school resumes, we will continue to teach these behaviours explicitly, consistently reinforce them through praise and systems (such as our house points and student awards), and further develop our whole school positive behaviour supports.

It is timely during these current challenges we all face, to reflect on how we, as the adults and school community, model our values to our children and others. It’s also a great opportunity to talk to your children about what our school values may look like in your current LFH experiences and home life. Perhaps looking at developing a simple ‘home matrix’ would support you in identifying and reinforcing the positive behaviours you would like to see?

School Council recently approved our updated Statement of School Values and Philosophy, which you can access here.  Such challenging times as we are currently experiencing can increase anxiety and uncertainly in all of us, as well as impact the behaviours of staff, parents, students and community members. Let’s ensure that we continue to build our community and connection through the daily living of our school values in all contexts; home, school and online.

Our Vision:    Learn   •   Thrive  •   Contribute 

Thrive

from Narelle Sime, Leading Teacher (Wellbeing)

What is FEEDBACK?

Feedback is a crucial part of the learning process for both students and teachers. Whilst Learning from Home, teachers are having to think about how we can provide feedback to our students about their learning, how to help students use feedback and how to get feedback from students. Why? Because effective feedback improves student learning. 

Learning Intentions and Success Criteria help create a framework for feedback. They provide learners with two things – What they are learning to do (Learning Intention) and a checklist/criteria to help students understand how to be successful at learning the new skill (Success Criteria).

You will see Learning Intentions on all tasks in the Learning from Home planners. Success Criteria are added for the tasks which students are asked to submit. Learning Intentions and Success Criteria are used for lessons in classrooms 'at school'. 

Feedback may be provided to your child in a range of formal or informal ways whilst Learning from Home. These might include:

  • Verbal feedback to the group, a small group or individually
  • Written feedback on a task that has been submitted
  • Feedback during a Guided Reading session or Reading Conference

Feedback should reference the Success Criteria and provide the learner with a next step for their learning. 

Teachers are constantly sourcing feedback from their students. This might look like:

  • Running a poll or survey during a Webex meeting
  • Checking for understanding through questioning
  • Getting students to provide a visual prompt (something simple like ‘Give a thumbs up, thumbs down')
  • Having a 1:1 conference with a student
  • Getting students to draw a visual response (smiley face, question mark)
  • Noticing the questions students have about their learning
  • Reviewing student work samples/submitted learning tasks

Teachers are currently meeting daily in their PLC (year level teams) and feedback from students is discussed, because feedback to teachers from students helps improve their teaching. These discussions also allow teachers to plan for next steps in learning for their cohort of students. 

Let us know if you have questions or comments!


Our Vision:    Learn   •   Thrive  •   Contribute 

LFH Junior School - Years 1 & 2

The Year 1 and 2 teachers are thrilled to see so many students attending Webex sessions this term, with high levels of engagement and valid contributions. The teachers have especially enjoyed looking at learning tasks that have been uploaded each week. Many students have excitedly shared their completed tasks with their peers. Thank you to all the parents and carers who have uploaded learning tasks through the Sentral Parent Portal.

This term in Year 1 students have been writing poetry, including acrostic and three line poems. They have now moved onto information reports and are looking at turning our dot points into sentences. Recently, the students have enjoyed the Science and Inquiry tasks. Last week students used spaghetti and marshmallows to design and build the tallest tower. Following on from their inquiry learning, some students chose to find out how to make bread.

Year 2 students have been planning and writing information reports about themselves and a topic of their choice. The Year 2 teachers learnt a lot of new facts about topics such as Mars, ice cream and Bengal Cats! Recently, students have started learning about poetry through Reading and Writing.

The teachers were very impressed with everyone’s simile poem about themselves. In Science, they have been investigating mixtures and last week students made mixtures they could eat and drink.



A gentle reminder that students should be reading at least one Bug Club book a day. If students have finished all their allocated books, they need to reread books in their library. This an important part of the reading process and will enable students to practise their fluency and other reading goals.

 





Curiosity  •   Respect  
•  Integrity  •  Resilience 

LFH Middle School - Years 3 & 4

Exploring Australia’s past!

For Inquiry in Year 3 and 4, we have been studying how Australia has changed over time. We have watched interesting powerpoints on ClickView, narrated by the wonderful teachers of Years 3 and 4! These powerpoints covered the focus of Australian history and culture with an emphasis on Indigenous Australians, the First Fleet, British colonisation, language, food, shelter and tools.

During the third powerpoint, students explored the way Aboriginal Australians and early British settlers created shelters. They were then asked to create a shelter using paper and masking tape. Students designed and made a shelter that was big enough for them to sit under. Many students had a very enjoyable time constructing their shelters for themselves, their siblings and soft toys. The advantages and disadvantages of creating a shelter out of paper were discussed during the Webex Essential session. Students relished sharing their ideas and successes.

          
     Shelters made by Evelyn and Megan                    

Poetry

Year 3 have been exploring different forms of poetry including rhyming couplets, haiku, three line poems, cinquains and tankas. The students’ creativity has been wonderful to see and it has been an enjoyable experience sharing some of these poems during Webex sessions.            


Mathematics

Year 4 students have been reviewing the many different strategies that can be used to solve addition and subtraction problems. They have been challenged to think carefully about the most efficient strategies, such as make 10, doubles, near doubles, partitioning, known facts and friends of ten. The Year 4’s now understand that good mathematicians choose the most efficient strategy to match the problem and use a range of language to explain their thinking.

Spelling

This term, Year 4 students have continued to build a better understanding of base words, prefixes, suffixes, homophones and the etymology (origin) of words through various spelling investigations. They are becoming aware of the importance of looking at words carefully to notice patterns and the meaning behind words.



Curiosity  •   Respect  
•  Integrity  •  Resilience   

Specialists

ART NEWS

EASL (The Eastern Alliance for Sustainable Learning) has created a program to allow students to express themselves creatively about sustainability issues. 

This is the first time this event has been run in Victoria and this year's theme is I am Water! The program is only open to schools in the EASL area (Knox, Manningham, Maroondah, Whitehorse and Yarra Ranges Councils) and is for students aged 9 – 16 (Years 3 to 10).

Laburnum students from Year 3 to Year 6 are invited to participate.
Parents will need to read the Terms and Conditions in the Guide (just four points) in order to give permission for your child's work to be shown publicly.

Students have the opportunity to submit entries in one of the following six categories:

  • Speaking
  • Drama
  • Art
  • Writing
  • Meme
  • TikTok (n.b. this should only be used by those aged 13 and over)

Judging will be conducted in two different age bandings, Years 3 – 6 and Years 7 - 10. The closing date for submissions is Friday 25 September. Detailed information on the categories, judging and how to submit is in the Competition Guide. 

Follow the resources in the Guide to help you understand issues around  water in Australia today.

EASL are proudly partnering on this initiative with Environment Education Victoria (EEV), and Speaking 4 the Planet.

For further information, please contact Ms Farlow or email info@easl.com.au

Our Vision:    Learn   •   Thrive  •   Contribute 

Contribute: Parents Group & Community News

Parents Group News: 

 

You are Invited to a Laburnum PS Virtual School Disco

To celebrate the end of the school term and hopefully the relaxing of the COVID Stage 4 restrictions, the LPS Parents Group would like to invite you to a virtual disco.

When: 
Saturday 12 September @ 5pm

Cost: Free



Information:
30-40 minutes of high energy disco entertainment
Commencement greeting, games, personalised shoutouts & song requests
Facilitated by a DJ/Entertainer
Private Zoom link just for our school.





For Zoom Details, please log in to the LFH pages and go to the Virtual Disco tab under 'Learning from Home':

        

Contact: parentsgroup.lps@gmail.com

Things to note on the day of the disco

10-15 minutes before your disco starts do the following steps;

Step 1: Join the Disco by clicking the Zoom link. Zoom will install and you will be prompted to list your name and an email address, followed by the password (school provides this - see above).

Step 2: Test your audio. The KDP Crew will be playing warm up tracks so you can test your volume. For extra volume try streaming your device to a Smart TV using Apple TV, Google Chromecast or a HDMI Cord. If this isn’t possible you may like to connect the device to an external (or Bluetooth) speaker.

Step 3: Make space. You’ll need plenty of space on your home dance floor so you can join in the disco dancing.

Safety Note:
To ensure the safety for all who join, this event is a one-way stream for students. This means they will see the DJ but the DJ will not be able to see or hear them. When inputting personal data feel free to use a pseudo name but you will need to put a valid email address to join.

We look forward to many of our students and their families joining in for the fun on the day!


School Community Support
In midst of the current disaster situation, Parent's Group is extending our best wishes & support to all the families in our school community. In the case that you need any help with the shopping run (grocery / pharmacy), while you are self isolating at home waiting for COVID test results or have tested positive, please feel free to contact us at parentsgroup.lps@gmail.com and we will get in touch with you to arrange one of our parents in the group to get it sorted for you! Stay safe and take good care of yourself.

 

Click on these links for Community News or information:                     



Click on the OSHClub logo (left) to read this week's OSHClub news.

Attached is this week’s
OSHC at Home Weekly Planner, outlining each of the activities available, along with a description of the kind of activity, its field (e.g. STEM, Mindfulness, whether it is hands on/off for Parents) and appropriate age group.  Children simply click on the activity to participate – and the activities can be repeated time and time again.

OSHClub - please register your child - it's free to register and you'll always have that option for childcare, even in unexpected circumstances.

ICAS tests for Years 4 - 6:
DUE TO STAGE 4 RESTRICTIONS, there have been changes to ICAS registration through the ICAS parent portal. ICAS is no longer taking direct payments from parents. 
To support LPS families, any further enquiries must register by email through the school office before 1 September for English, Mathematics and Science.
We apologise that no time extensions are possible.

 

Scholastic Book Club  Online orders for September, Issue 6 - click here

 

Our Vision:    Learn   •   Thrive  •   Contribute 

Superstars

Let us know if your child is a Superstar in sport, creative pursuits or anything else. We're happy to use a photo as well, however, as we are a Child Safe school, please understand we can't publish a child's name with their photo on our publicly-available website. (As you may have noticed, landscape photos work better on our website).

In response to your feedback, we've created a Term 3 LFH Art Gallery. Thank you to all those artists who've been sending in their work to share with Ms Farlow and our appreciative community. We love that you're being creative and mindful in this way.

You can access the new gallery here, or enter from our Home Page.

The Term 2 gallery is still available, along with this new one, under our Curriculum - Visual Arts tab.

Curiosity  •   Respect  •  Integrity  •  Resilience   

 

Parenting Ideas: Staying the course in COVID times

by Michael Grose


 

COVID-19 continues to test us in ways that were unimaginable at the start of 2020. It’s becoming the defining event of this generation and a reference point for decades to come. We’ve had depression kids, war kids and now we have COVID-19 kids.

The impact of COVID-19 is felt differently across the country. Currently, Victoria is in Stage 4 lockdown while other states are on high alert. Not every student is working from home, but most students are COVID conscious, knowing that they’re only a corona cough or virus-filled hug away from remote learning.

Encouraging kids to stay the course when they’ve been denied access to the classroom, peers and community activities is now a common parenting challenge. Denial is generally tolerable in the short term, but the novelty of changed circumstances soon wears off. The following strategies will assist both parents and kids to stay the COVID long course:

Accept difficult emotions
‘There’s nothing so bad that we can’t talk about, but there are behaviours that we won’t accept’ is a mantra that serves families well. It’s okay for children to feel frustrated, annoyed, angry or upset about their change of circumstances due to the pandemic but that doesn’t give them permission to behave disrespectfully, miss school requirements or fail to assist at home. It helps if parents validate how their children feel, then encourage them to focus on fulfilling school and family expectations.

Encourage acceptance
Some children and young people will protest the COVID induced changes that have been imposed upon them. In some respects, it may be admirable for children to push for a better deal, but the severity of the COVID-19 pandemic means that the individual needs to bend toward the greater community good. This is simply a case of accepting and making the best of the situation at hand.

Take it one day and week at a time
On family bush walks my young children would rarely complain when the tracks were windy. The complaint levels rose when paths were long and straight as the finish line seemed such a long way off. In a similar vein during our current times it’s smart to keep kids focused on getting through each day and week rather than look too far ahead. Six weeks of Stage 4 may seem intolerable, so it’s better to focus on getting through each day and week.

Be the hope person
Help children and young people understand that they will get through difficult times. “This too shall pass” is perhaps the most apt meme for our times. If your hope bucket is emptying out, seek out positive friends and relatives who can top it up. Our own resilience needs nurturing if we are to last the distance.

The internal parenting manual that guides us probably doesn’t include chapters dealing with remote learning, lack of peer interaction and kids’ disappointment. Most of us are treading new parenting ground so it’s best to be open to change, accepting of difficulties and forgiving of inevitable parenting stumbles.

 

Michael Grose, founder of Parenting Ideas, is one of Australia’s leading parenting educators. He’s an award-winning speaker and the author of 12 books for parents including Spoonfed Generation, and the bestselling Why First Borns Rule the World and Last Borns Want to Change It. Michael is a former teacher with 15 years experience, and has 30 years experience in parenting education. He also holds a Master of Educational Studies from Monash University specialising in parenting education.


 

Curiosity  •   Respect  •  Integrity  •  Resilience