GIPS Fun Fair – Celebrating 160 Years Together!

We are thrilled to announce that this year’s GIPS Fun Fair will be a very special one as we come together to celebrate 160 years of our school community. It promises to be a day full of joy, connection, and celebration... a true reflection of everything that makes GIPS so special.

Families and friends can look forward to an incredible line-up of rides, delicious food, live performances, fun games, and engaging activities for all ages. Designed for all ages, there will be something for everyone to enjoy.

More than just a fair, this is a chance to celebrate our rich history and the generations of families who have contributed to the heart and spirit of GIPS. It’s a day to create new memories together as we honour our past and look to the future.

We can’t wait to see our whole community come together for this milestone event. Save the date and get ready for a day of fun, friendship, and celebration!

We need your help

To help make this event run smoothly, we are requesting donations from now up until the event. We are seeking:

• Soft drinks
• Flat large chocolate bars for choc toss (see pic below)
• Gently used toys (for used toy stall)
• Used books- all ages (for used book stall)
• Gently used stuffed animals (gifted as prizes for toddler booths)
• Used or new nail polish (for nail polish booth)
• Wine valued at $15 or higher (for wine lucky dip)

Donations (except for wine) can be made either in the classroom in the designated tub or in the closet near the front office. Please feel free to go straight into the closet to drop off. Please drop off wine at the front office. Thank you!

Students will earn 10 house points per donation. We are opening up donations early in case you see something on sale. Every donation helps.

In our prep classrooms

Prep students have been exploring the concept of money and learning about Australian coins in fun and hands-on ways. We have been role-playing real-life situations, such as “shopping,” to practise adding coins together. Students have also enjoyed lucky-dip coin activities, recording their findings with tally marks and creating coin rubbings to notice the different sizes, shapes and features of each coin. These activities are helping students build number skills while making learning about money both meaningful and engaging.

In grade one

In Maths, our Grade 1 students have been exploring the concept of sharing equally (division). They practised dividing apples evenly between their family members, discovering what happens when there are some left over. This hands-on activity helped them understand the idea of remainders in a fun and meaningful way!

In grade two

The Grade Twos were very busy this week learning all about fractions. They created 2D shapes using a template then made halves, quarters, thirds, sixths and eighths by cutting their playdough! It was just a FRACTION of the fun!

In grade three

This week, our Year Three students have been diving into the world of data! They’ve been learning how to collect independent data, organise it meaningfully, and display it using a variety of graphs. From tally charts to bar graphs, students explored how visual representations can help us understand information more clearly.

In grade four

This term in Year 4, we have introduced a ‘Maths Challenge’ program. Students from both classes are grouped together to engage in a range of problem-solving activities every Wednesday. The program incorporates explicit teaching of strategies, along with opportunities for students to use concrete materials to support their understanding. By working in groups and discussing different approaches, students are able to learn from each other and further develop their mathematical thinking.

In grade five/six

Our Grade 5 and 6 students recently enjoyed an unforgettable adventure at Campaspe Downs. Set amongst the bushland, the camp provided the perfect backdrop for a few days of outdoor challenges, team building, and plenty of fun.

Students took part in a range of exciting activities, from the giant swing to archery, laser tag, and team challenges. These activities gave everyone the chance to build confidence, step outside their comfort zones, and celebrate their achievements together.

Beyond the activities, camp was also about strengthening friendships, showing leadership, and working together as a team. Evenings around camp were filled with laughter, games, and shared stories, creating memories that students will carry with them long after the camp has ended.

A huge thank you to our dedicated teachers and parents who supported the camp, as well as to our students for their enthusiasm, resilience, and positive spirit throughout. It was wonderful to see our senior students growing in independence while having such a fantastic time together.

Grade 5/6 have been very busy in class this last week. We are working on fractions, decimals and percentages which has been a challenge as well as finding and using homophones correctly in writing.

Our grade 5s wrote letters to our local MP Matt Fregon regarding community issues they want resolved. And guess what? He came to answer their letters! He brought Deputy Mayor Victor Franco and together they explained the difference between local and state government.

Grade 5/6 children who participated in the Girlosophy program ran a session for a group of Grade 3s. They showed excellent leadership and adaptability.

In the art room

Only one week to go until the amazing “Night at GIPS Exhibition” showcasing the incredible artistic and creative talents of all our students. Alongside their beautiful individual artworks, each class has created a canvas that will be available to purchase to the highest bidder.

Let your child show you their class artwork and then find a spot in your home, your office, your beach house or as a Christmas present, and prepare to make it yours! We look forward to seeing you at the exhibition in the Library at GIPS on Friday 12^th September from 5-7pm. See you there!

In Performing Arts

Lately in Performing Arts, students have been getting philosophical about music, discussing where we listen to music as well as why. I’d also like to announce Musical Magic: the new whole-school choir that the Performing Arts SALT team and I have just started! The aim of Musical Magic is to be as inclusive as possible; it is open to all students – Prep to Grade 6 – of all musical backgrounds. Whether it’s their first, fifth or thousandth time singing, make your way to Musical Magic! We are currently hosting it on Wednesdays during the first half of lunch.

Student Voice and Agency (created by students)

Student Voice and Agency (written by Mrs McDermott)

Each term, Cameron gathers a group of students (including his sister Alannah) from all grades, to plan and create a performance for the school assembly, giving students the opportunity to showcase their talents and ideas. This term, Cameron and his group are preparing a lion dance to share with the school community, bringing energy and excitement to the stage. By encouraging students to take part in the planning and performance, Cameron ensures that student voice is at the centre of the experience, allowing everyone involved to feel a sense of ownership, pride, and celebration in what they present. We look forward to watching this perform at our next week assembly.

In our staffroom

Dr Tom Brunzell visits GIPS- The value of curriculum days

We recognise that Curriculum Days can sometimes feel like an interruption to the school routine, but they are an essential part of supporting high-quality teaching and learning. These days give our teachers dedicated time to:

• Engage deeply with research-based frameworks like the Berry Street Education Model.
• Reflect on practice and develop new strategies to better support student wellbeing and learning.
• Work collaboratively across year levels to ensure consistent approaches for all students.

As John Hattie, Professor of Education at the University of Melbourne, reminds us:

“When teachers work together to improve their teaching, students’ outcomes improve.”

By investing in teacher learning, we ensure that every student benefits from the most up-to-date, evidence-based approaches to education.

On Friday 25th August, our staff participated in a whole-school Curriculum Day, continuing our professional learning journey with the Berry Street Education Model (BSEM) with Belle Vue Primary. This model is grounded in the fields of trauma-informed education, positive education, and wellbeing science, and provides teachers with practical strategies to support both academic growth and student wellbeing. Maddie co-authored this model. Over the past 18 months, our staff have engaged in a series of professional learning days, each focusing on one of the four key modules of the model: Body, Relationships, Stamina & Engagement, and Character. Our most recent day centred on the fourth and final module: Character.

What we explored: Character and Strengths-Based Learning

The focus of this module was to deepen our understanding of how to support students in recognising and building upon their individual character strengths. This work is underpinned by the internationally recognised VIA Character Strengths framework, which identifies 24 universal strengths such as creativity, curiosity, kindness, perseverance, leadership, and love of learning. Research shows that when children can identify and use their personal strengths, they experience greater levels of engagement, confidence, and resilience. As Professor Lea Waters, a leading researcher in positive psychology from the University of Melbourne, notes:

“When young people learn to see their strengths and apply them, they build a positive identity that acts as a protective factor against stress and setbacks.”

How this research supports our approach at school

At our school, the BSEM framework provides a shared language for both staff and students to talk about strengths. Rather than focusing only on what students need to "fix" or "improve," we are actively embedding opportunities for them to recognise what they already do well. For example, in classroom discussions, teachers may invite students to reflect on a time they showed perseverance during a challenging maths task or kindness during the playground. By highlighting these moments, we help children see themselves as capable and resourceful learners and friends.

A strengths-based approach also complements our commitment to trauma-informed practice. Many children come to school with experiences that may make learning feel difficult or overwhelming. Building on their strengths provides a safe, supportive foundation for both academic progress and emotional growth.

How this research supports our students

Ultimately, our goal is to nurture students who see themselves as capable, resilient, and compassionate individuals. Strengths-based education gives children tools to:

• Recognise their own abilities – “I am good at noticing beauty,” “I am persistent,” or “I am fair.”
• Build confidence in challenges – by remembering strengths they can draw on when things are tough.
• Strengthen relationships – by learning to appreciate and name strengths in others, leading to greater empathy and cooperation.

Importantly, developing character strengths also supports academic learning. Studies in positive psychology show that strengths like perseverance, self-regulation, and love of learning are strong predictors of long-term academic success.

How this research can support parents

The concept of character strengths is not limited to the classroom—it can be equally powerful in parenting. Naming and celebrating strengths at home can transform everyday conversations. For instance, instead of only commenting on the outcome (“You got all the spelling words right”), you might notice the process (“You showed perseverance by practising every night” or “I saw your curiosity when you asked questions about the new topic”). Research from the VIA Institute has found that when parents model and acknowledge strengths, children develop higher levels of self-awareness and self-esteem. This can be as simple as saying, “I really appreciated your teamwork when we packed away the shopping” or “You showed bravery trying something new at soccer practice.”

Dr. Ryan Niemiec, Education Director at the VIA Institute on Character, reminds us:

“Parents who focus on strengths help children not only to flourish now but also to carry forward skills that will sustain them into adulthood.”

Spotting Strengths at Home
(Inspired by VIA Character Strengths research)

Why it matters:
When children recognise and use their strengths, they build resilience, confidence, and a sense of belonging. Parents can support this by noticing and naming strengths in daily life.

The 24 Character Strengths with Home Examples:

• Creativity – “I love how you made up a new game.”
• Curiosity – “Great question—you were really curious about that!”
• Judgment – “You thought carefully before deciding.”
• Love of Learning – “I can see you enjoyed discovering something new.”
• Perspective – “That’s good advice you gave your friend.”
• Bravery – “You were brave trying that food for the first time.”
• Perseverance – “You kept trying even when it was tricky.”
• Honesty – “Thank you for telling the truth.”
• Zest – “You showed so much energy helping out!”
• Love – “I felt cared for when you gave me that hug.”
• Kindness – “It was kind of you to include your sibling.”
• Social Intelligence – “You noticed how your friend was feeling.”
• Teamwork – “You worked together so well setting the table.”
• Fairness – “You made sure everyone had a turn.”
• Leadership – “You helped organise the group activity.”
• Forgiveness – “I liked how you forgave quickly and moved on.”
• Humility – “You did that quietly without wanting attention.”
• Prudence – “You thought ahead and packed your bag.”
• Self-Regulation – “You managed your frustration really well.”
• Appreciation of Beauty – “You noticed the colours in the sunset.”
• Gratitude – “You remembered to say thank you.”
• Hope – “You believe tomorrow will be better.”
• Humour – “That joke really made us laugh!”
• Spirituality – “That reflection helped us think deeply.”

Looking Ahead

As a staff, we are excited to continue weaving these ideas into our teaching and learning programs. Over the coming term, you may notice more conversations at school about “strengths spotting”, helping children to notice when they or their peers are showing one of the 24 character strengths in action.

We encourage you to join us in this journey by exploring the VIA Character Strengths with your child at home. Together, by valuing and cultivating strengths, we can empower our students to flourish in both their learning and in life. - Lisa Gough

Staff collaborated to purchase literacy resources

At GIPS, we know that strong literacy skills are the foundation for every child’s learning journey. This term, our teaching teams have been working closely together to identify, review, and purchase new literacy materials that will enrich classroom learning and inspire a love of reading and writing.

Teachers across year levels have collaborated to explore high-quality texts, guided reading resources, and engaging materials that reflect the diverse needs and interests of our students. By working as a team, we have ensured that every choice is purposeful, age-appropriate, and aligned with our literacy goals.

These new resources will provide students with exciting opportunities to build their vocabulary, strengthen comprehension, and engage in meaningful discussions. They will also help teachers deliver consistent and targeted literacy experiences across the school.

We are proud of the way our staff continue to collaborate and invest in the very best resources for our students. We look forward to seeing these new materials come to life in classrooms and to watching our students grow as confident, capable, and enthusiastic readers and writers.

In our community

Parent Opinion Survey

Once again, the student SALT promotions team are driving the parent survey, and they want to AIM HIGH. If 90% of households complete the survey (we told you they want to aim high- we had to convince them not to choose 100%), GIPS will have a student free dress day. Directions for the survey were sent to Parent A's email. Right now, we are at 14%. Reach out to the front office if you have questions or need help. Thank you!

Not sure where to find the survey? Each household was sent an email from the school with the subject line: 2025 Parent Opinion Survey. This email went to Parent A.

Footy Day- 19 September

🎉🏉 AFL Footy Finals Dress-Up Day! 🏉🎉
On the last day of school, come dressed in your favourite footy team’s colours to celebrate the AFL Finals!
No team? No worries! You can wear any sports uniform instead.

👉 Let’s finish the term with team spirit and lots of colour!

Premiers' Reading Challenge

Congratulations and thank you to all students who participated in the 2025 Premiers' Reading Challenge. The challenge is now closed.

We read over 2081 books in total.

Certificates for students who completed the challenge will be arriving soon.

Students in Prep - 2 were asked to read 30 books or more to meet the challenge requirements, and Students in year 3 - 6, 15 books.

We look forward to the Premiers' Reading Challenge in 2026.

Official Playground Unveiling

We were delighted to welcome Matt Fregon MP and Deputy Mayor Victor Franco to GIPS last week for the official unveiling of our brand-new playground. This exciting new space is already bringing joy to our students and will continue to be a place of fun, friendship, and active play for many years to come.

Our student leaders, Georgia and Alex, did a fantastic job representing GIPS by leading our special guests on a tour of the school and showcasing the wonderful things happening in our community. A big thank you also goes to Mason from John Lyons, our SEIL Mary Azer, and Jacqui Williamson, who proudly represented School Council on this important occasion.

The opening was not only a celebration of our new playground but also a recognition of the teamwork, support, and commitment that made this project possible. It was wonderful to see community leaders, staff, students, and the Council coming together to mark such a milestone for our school.

We are grateful to everyone who played a role in making this new playground a reality and look forward to seeing it enjoyed by generations of GIPS students to come.

Wellbeing and the Beautiful Diversity of Our School

At GIPS, we are proud to be a school made up of many different cultures, languages, family stories, and life experiences. Every student brings something special — and that’s what makes our school such a vibrant and welcoming place to learn and grow!

But did you know that diversity and wellbeing go hand in hand?

When we celebrate our differences, the way we speak, dress, eat, play, and think, we help create a school where everyone feels safe, included, and valued. Feeling like you belong is a big part of feeling well.

Why Does Diversity Matter for Wellbeing?

• When students feel respected for who they are, they are more confident and happy.
• When we learn about each other’s backgrounds and traditions, it builds empathy and understanding.
• When students are encouraged to share their identity and culture, they develop a strong sense of self-worth and pride.

A child who feels seen and accepted is more likely to try new things, ask for help, make friends, and fully engage in their learning.

How We Support This at School

At GIPS, we weave wellbeing and inclusion into everyday life by:

• Encouraging students to share traditions, celebrations, and languages through Morning Circle
• Using books and classroom materials that reflect many kinds of families and identities
• Teaching kindness, respect, and curiosity through our wellbeing lessons
• Making sure every child has a trusted adult they can talk to

How You Can Support It at Home

• Ask your child what they’ve learned about different cultures or traditions at school
• Share your own family stories, languages, and celebrations at home
• Encourage respectful curiosity- it’s okay to ask questions about what makes people different, as long as we ask kindly
• Talk about how being kind to people who are different makes the world a better place

Final Thought

Our diversity is one of our greatest strengths. When we teach children to celebrate what makes each person unique, we also teach them how to look after their own wellbeing, and the wellbeing of others.

Together, let’s continue building a school where every child feels proud of who they are, and every family feels they belong. - Shaye Bradbury

Parent event and auction . . . . that's a wrap.

Thankyou for everyone who came along to the GIPS Music Bingo on Saturday 30th August and for those who contributed but couldn't make it thank you as well!

What a night it was, we sang, we danced, we had fun and plenty of prizes were won.

Together we raised $25,000 with a big thankyou to everyone who bid, bought, donated and came along on the night to contribute to such a fantastic result. This allows us to replenish learning materials, classroom furniture and will help with ongoing refurbishment of our school.

We are excited to announce the winner of the GIPS Principal for the day is Jenny Ng, congratulations.

Winning bidders can collect their items from the school office from today, unless you've been contacted by the organisers with other arrangements.

A special thanks goes to Louise O'Donnell and Cassie Golten, who raised $22,405 with the auction, what an amazing effort to get such fantastic items up for grabs, thank you!

For pulling the event together thankyou to Georgie Logie Smith, Claire Forbes, Clare Whitehead, Angela Hewett, Seritie Tsu and Claire Hare.

For sponsoring the event, donating prizes and running the live auction, thankyou for Ash Howarth, Jesse Matthews and Tom Hayne from Marshall White .

A special shout out to Emma Black for representing the teachers.

AND finally thankyou to everyone who supported the event.

Exciting Change to Year 5/6 Learning in 2026

At GIPS we are always looking at how we can best support our students to learn, grow, and thrive. For three years I've been taking on the feedback of staff, students, and parents. Beginning in 2026, our Year 5/6 learning model will move from the traditional composite structure to a new hybrid model designed to combine the best of both worlds.

Under this model, students will learn in single-grade groups (Year 5 or Year 6) for their CORE subjects – Reading, Writing, Mathematics, Leadership, and Wellbeing.

This ensures that each year level can focus on its unique learning journey, responsibilities, and milestones, such as buddies, SALT, assembly MCing, graduation, and NAPLAN. Students will spend around 17 sessions each week with their CORE teacher in this setting. This will not be composite.

At the same time, students will continue to benefit from the rich connections and opportunities that come from multi-aged learning. For EXPLORE subjects – Integrated Topics, Sport, and Specialists – students will be in mixed Year 5/6 classes, giving them the chance to form friendships and collaborate with a broader group of peers.

Students will spend about 13 sessions each week in this exciting, mixed-age grade.

What the Hybrid Model Looks Like

CORE – Reading, Writing, Mathematics, Leadership, Wellbeing

Structure- Single-grade (Year 5 or Year 6)

Approx. Sessions per Week ~17 sessions

EXPLORE – Integrated Topics, Sport, Specialists

Structure- Mixed Year 5/6 grade

Approx. Sessions per Week ~13 sessions

We are making this shift because while multi-aged groupings bring enormous benefits to relationships, collaboration, and community, balancing the needs of two very different cohorts within a fully composite model has become unnecessarily challenging. The hybrid approach allows us to retain the strengths of both models – providing targeted year-level learning where it matters most, while also ensuring students continue to enjoy the many benefits of mixed-age learning.

We are confident this new approach will give our Year 5/6 students the best possible experience of belonging, challenge, and growth as they move through their final years of primary school.

Frequently Asked Questions (FAQs)

Q: Will my child still get to mix with the other year level?

A: Yes! Students will spend 13 sessions per week in a mixed Year 5/6 EXPLORE grade, giving them plenty of opportunities to form new friendships and work alongside different peers.

Q: How will the hybrid model impact NAPLAN, buddies, or graduation?

A: These year-level milestones will be organised within the single-grade CORE classes, ensuring students have the support and focus they need.

Q: Who will teach my child?

A: Students will have a CORE teacher for single-grade sessions and an EXPLORE teacher (including their specialists) for mixed-age classes. This ensures expertise and continuity in both learning environments.

Q: Why not stay with the composite model?

A: While multi-aged grouping has benefits, fully composite classes create challenges when balancing two year-level cohorts with different needs. The hybrid model captures the benefits of both approaches while reducing these challenges.

Q: When will this change start?

A: The hybrid model will begin in 2026 and will continue beyond, becoming the standard for Year 5/6 at GIPS.

Q: What about camps and excursions?

A: Students will attend camps and excursions in grade 5/6 together.

Q: How many teachers will my child have?

A: Your child will have their CORE teacher, their five specialist teachers, and a teacher for integrated topic. This teacher will be a teacher from the 5/6 team and may also be their CORE teacher.

Q: Will explore and core student classes stay the same or be different?

A: The student groupings will stay the same for the entire year, much like this year. Likewise, much like this year, flexible groupings will still occur. For instance, whilst in literature circles, students might mix with other students in core classes based on student data.

Q: What do the students think of the change?

A: Most students have reflected that they like and want the change. A few students have reflected that they are neutral about the change. Any change can be hard, and our teaching team are happy to answer any questions over the coming months.

Q: Is this model very different from how the children learn now?

A: Yes and no. Currently we do a lot of flexible groupings as mentioned, and students frequently throughout the week are only learning in grade 5 groups or grade 6 groups respectively. Next year and beyond, there will be more learning in single-grade groups.

Key Benefits at a Glance

Targeted Year-Level Learning – CORE subjects focus on each year’s unique curriculum and milestones.

Broader Friendships and Collaboration – EXPLORE subjects allow students to work with peers from both year levels.

Stronger Belonging and Community – Students experience the benefits of multi-aged learning in EXPLORE while keeping year-level identity.

Clearer Support and Organisation – Reduces complexity of balancing two cohorts in one class.

Best of Both Worlds – Combines academic focus with social and emotional growth opportunities.

If you have any questions, please feel free to reach out. We encourage you to discuss this exciting change at the dinner table this weekend. More details (a common question was- where will my cubby be?) will be shared with students during our transition up program in term four.

Your School Council held our fifth meeting of the year last week.

We considered an annual excursion levy, to give families full upfront visibility of excursion costs and minimise administrative effort for families and the school office. We felt this could have merit so the school leadership team will discuss with their team.

We also talked about how to make it easier for families to volunteer - e.g. communicating volunteering opportunities and requests on a calendar at the start of the year, so you can plan ahead and we can all share the effort. What else would make it easier for you to volunteer? Please email the office to let us know.

Funds raised by the school fete on 22 November will fund a new driveway for better vehicle access to the oval for maintenance and events. This will also improve accessibility at the north-west school entrance for people with prams or mobility challenges.

School leaders presented the new ‘Core and Explore’ hybrid model for Year 5/6. We listened carefully to their considerations of the social benefits of multi-aged learning, as well as the need for targeted year-level learning and feel assured this new approach will provide our kids with the best of both worlds.

Parking safety continues to be a focus: we’re working with Boroondara Council and neighbours. Please do your bit!

World Teachers' Day is 31 October: encourage your kids to make a card or thank-you note to celebrate their teachers and practise our GIPS value of gratitude.

~ Rosemary Bateman and Jacqui Williamson, Council reporters

🌼 Spring into fun with TeamKids these school holidays!

There’s something for everyone:

→ New experiences and activities every day

→ Qualified and remarkable Educators

→ Healthy and yummy snacks

→ CCS-approved care

Click on the following link to check out Glen Iris Primary's program

+ secure your spot today – https://downloads.teamkids.com.au/glen-iris-primary.pdf