In our classrooms

Belonging

It’s been such a full and exciting week at GIPS — from House Athletics to our visiting authors, Book Week parades, and camp. Thank you to all staff and parents for the energy, teamwork, and care you’ve brought to making each of these events such a success for our students. We aim to provide diverse programs for your child's interests outside of core learning.

This past week has been a wonderful reminder of the many ways our school community comes together to create a sense of belonging for every student. Whether it was cheering one another on at House Athletics, celebrating stories during our author visits and Book Week parade, or sharing the adventures of camp, each event gave students the chance to connect, be included, and feel proud to be part of GIPS. These shared experiences are at the heart of building friendships, school spirit, and a strong sense of community.

Focus on improvements

One area highlighted in the recent Parent Opinion Survey was the question: “This school can arrange wellbeing supports for my child when needed.” 53% of parents responded positively, while 32% selected neither agree nor disagree.

Did you know we have a range of wellbeing supports available now at GIPS?

• School Psychologist – Dr. Meg provides triaged wellbeing support for students (with parent consent). If you’d like to know more, please speak with your classroom teacher.

• Therapy Dog Program – Our four-legged friends visit weekly to offer comfort, connection, and wellbeing support. To find out more, or to express interest, please contact the front office.

• Classroom Teacher Connection – If your child has a wellbeing need, let their teacher know. They can guide you through the next steps, which may include a Student Support Group meeting with a member of our wellbeing team.

We are committed to working in partnership with families to ensure every child feels supported and cared for. Please reach out to your classroom teacher, Shaye Bradbury, or Deborah McDermott if you have any concerns.

Another area highlighted in the Parent Opinion Survey was the statement: “I am aware that the school can connect my family to services that can help me support my child.” A number of parents responded neither agree nor disagree, which shows we can do more to share the support options available.

Did you know, that at GIPS, we can connect families with a wide range of services, depending on need, including:

• Allied Health Supports – such as speech therapy, occupational therapy, or psychology. Please reach out to Deborah McDermott if you would like to know of services we recommend.

• Department of Education Services – such as Student Support Services, who provide assessments and targeted expertise. Please reach out to Deborah McDermott or your classroom teacher if you would like to know more.

If you would like to explore supports for your child or family, please reach out to your classroom teacher. They can connect you with the right people and help guide the next steps.

In prep

“Shoulder to shoulder, knee to knee, I read to you, and you read to me."

This simple routine has been helping our Prep students build important reading skills as they enjoy working together in our outdoor learning space. As part of our structured synthetic phonics approach, our Preps are reading decodable texts with a partner, taking turns, reading aloud, and giving each other feedback. These repeated reading experiences support the development of fluency and help students become more automatic and confident when decoding words. It’s wonderful to see our Preps so enthusiastic and proud of their progress as readers!

In grade one

Last Friday, our Grade One students took part in an amazing incursion with Wild Action! We met a range of incredible Australian animals up close, including a short-necked turtle, a red kangaroo joey, a tawny frogmouth, a barn owl, a black-headed python, a freshwater crocodile, a lace monitor lizard and even a ringtail possum. The students were very excited to pat some of these animals and learn lots of new and fascinating facts. This experience has helped us deepen our understanding of Australian animals as part of our Term 3 topic.

In grade two

Year 2 have celebrated Book Week with daily visits from surprise Mystery Readers. Parents and teachers have shared their love of literature and favourite picture story book with us each day. Reading has never been so fun!

In grade three

Grade 3 had a wonderful time visiting the Immigration Museum and ACMI on Monday 11 August. Some of the highlights included looking at different cultural artifacts at the museum and learning about Australia’s immigration history. We even had time to visit ACMI and explore how different cultures influence films and video games. It was great visiting the city for the first time as a cohort!

In grade four

BOOK WEEK BIOGRAPHIES

Grade 4 has been actively engaged in writing extensively about our guest authors, Davina Bell and George Ivanoff. The students have been investigating the inspirations that led these individuals to pursue writing. Additionally, during a library session, they had the opportunity to examine several books authored by them. Students later utilised laptops to create a brief biography, which they printed and shared their discoveries with their peers.

Grade 4 met George Ivanoff in person on Monday 18^th August and were ready with a handful of questions to ask him.

In five/six

Last week, our incredible Tournament of Minds groups performed their final plays at Deakin Uni. They worked very hard for weeks creating set, scripts and costumes, bringing their ideas to fruition. Groups showed commitment and creativity throughout the process. Well done TOM!

As part of Book Week celebrations, our kinder neighbours visited our grade 5 students to share stories and the joy of reading. It was a wonderful opportunity for our students to be positive role models and to connect with younger children in our community. Both groups enjoyed the visit, and the kinder children loved having “big kids” read to them and doing crafts.

Camp

We've just returned from camp and look forward to sharing highlights in the next newsletter. Huge thanks to our staff and parent volunteers who helped make this event such a great week for our students.

House Athletics

Last week our students enjoyed a fantastic day at House Athletics. The energy, sportsmanship, and house spirit on display were second to none! It was wonderful to see students trying their best, cheering each other on, and celebrating achievements both big and small.

A huge thank you to all the parents who volunteered their time to help with events and supervision—the day simply wouldn’t run without your support. Your willingness to pitch in ensures these opportunities can continue for our students.

We also extend our gratitude to our PE teacher, Tayla Sjogren, for her outstanding organisation and dedication in making the day a success. From coordinating events to building enthusiasm with students, Tayla’s work behind the scenes and on the day helped create a positive and memorable experience for all.

House Athletics was a true celebration of community and participation—thank you to everyone who contributed to such a special day!

In the art room

Coming soon! On Friday 12th September from 5-7pm all families and friends are warmly welcome to explore "A Night at the GIPS Art Exhibition". Students from Prep to Year 6 have been extremely busy making and creating stunning artworks, with every student having a piece of work displayed.

There will be class artworks up for auction, interactive artworks to explore and a sausage sizzle! So, mark your calendar and we look forward to seeing you there!

In our library

This week has been an amazing celebration of BOOK WEEK! Thank you to our librarian, Krista, and our entire team for making is so special for all of our students. We celebrated Book Week with our annual parade and had two special author visits: Davina Bell and George Ivanoff!

In our staffroom

The Power of PLCs at GIPS

At Glen Iris Primary School, we know that great teaching leads to great learning. One of the most powerful ways we grow as teachers is through our Professional Learning Communities (PLCs). Our teaching staff meet for PLCs weekly, after school on Mondays.

PLCs are small, focused groups of teachers who meet regularly to look closely at student learning. Together, we ask questions like:

• What do we want our students to learn?

• How will we know if they’ve learned it?

• What will we do if they haven’t?

• How will we extend those who already have?

By working in this structured way, our staff share expertise, challenge each other’s thinking, and use evidence to guide next steps in teaching. This helps us make sure every student at GIPS is supported to achieve their best.

PLCs are not just meetings – they are about building a culture of collaboration, improvement, and accountability. Teachers celebrate what is working well, learn from each other, and plan together to address challenges.

Families will see the benefits of this work in the classroom: more consistent approaches to teaching, higher expectations, planned extension, and targeted support for students. In short, PLCs ensure that we don’t just teach in isolation, but as part of a strong, united team working towards the same goal – every child thriving at GIPS.

Our approach to writing- the writing process

As part of our Book Week celebrations, we were lucky enough to welcome two fabulous children’s book authors to GIPS. Davina Bell and George Ivanoff both shared valuable insights with our students about writing, and one clear message stood out: editing and recrafting are essential parts of the writing process.

At GIPS, we support this idea in every classroom. Teachers explicitly teach editing and recrafting during modelled writing sessions, and students are given time to practise these skills during independent writing. While the editing process becomes more complex as students move through the year levels, all students from Prep to Year 6 learn to review and improve their writing.

During the editing stage of the Writer’s Workshop, you might see students:

• Reading their work aloud to check it makes sense.
• Underlining words to check spelling and grammar.
• Using classroom charts or word lists to improve word choice.
• Asking a teacher or peer for feedback.
• Adding, changing, or moving words to improve clarity and meaning.
• Considering their audience and purpose when refining their ideas.

Next time your child brings home a piece of writing, try asking: “What did you change to make this better?” It’s a great way to celebrate their effort and growth as a writer. Meagan Cofield, Learning Specialist

Different Worlds of Learning: Voices from Our International Students

For many of our international students, moving from their home country to an Australian primary school means stepping into a completely new way of learning, socialising, and even thinking about education. It’s a shift that can bring both excitement and challenge, and one that invites us — as a school community — to pause and reflect on the diversity of experiences in our classrooms.

This term, I spoke with some of our international students about the biggest differences they’ve noticed between school in their home country and school here in Australia. Their voices are both insightful and heartfelt, and they highlight the importance of understanding these transitions through both a personal and a research-based lens.

1. A Change in Teaching Styles

Many Asian education systems place a strong emphasis on formal instruction, rote learning, and teacher authority. Research has found that in these contexts, students often take a quieter, more passive role in class — speaking up only when called upon.

As a student observed:

“Children in China are not allowed to talk all the time… in Australia, we play to learn.”

This shift from structured, teacher-led instruction to a more participatory and playful style can be liberating — but it can also feel unfamiliar at first. A 2021 study of Chinese students in Australian schools noted that while they appreciated the freedom, it took time to adjust to teachers expecting students to “argue with them” (offer a different point-of-view) or share their personal views openly.

2. School Routines and Daily Life

The rhythm of the school day is another major adjustment. One student noted,

“In China, school finishes at 7:00pm… and there is so much homework.”

Longer days, evening study sessions, and weekend classes are common in some Asian countries. Homework loads can be heavy, and free playtime is limited. In contrast, Australian school days feel shorter and more balanced, with time for physical activity and social breaks.

“There are big breaks at school in Australia,” shared one student, “and when people are miserable, their friends make us smile again.”

Other changes are small but meaningful:

“There are snacks in Australia, and a lot of water fountains.”
“In China Grade 3 can use a pen… in Australia we have almost no homework.”
“We have a nap at school in China.”

These details might seem trivial, but they form the everyday texture of school life — and adjusting to them is part of feeling at home.

3. Language and Confidence

Language is often one of the most visible challenges. Even when students have studied English for years, everyday conversation — full of slang, idioms, and fast exchanges — can feel daunting.

Many of our students come with the clear goal of improving their English:

“To learn English so I can talk with others when I am grown up.”

For some, learning English is tied to personal growth:

“I want to get brave, for example talking to people in Australia.”

Research shows that language development in a new country is accelerated not only by classroom learning but also by friendships, community engagement, and extra-curricular activities. Building confidence to speak up — especially in group settings — can take time, and encouragement from peers is vital.

4. Belonging and Social Connection

Beyond academics, feeling a sense of belonging is central to a successful transition. Friendships, shared activities, and inclusion in everyday moments can help international students feel valued and at ease.

One student highlighted the power of kindness:

“When people are miserable, their friends make us smile again.”

Others echoed the same theme again and again:

“The teachers are all really nice in Australia.”

However, research has also shown that international students often wish they had more friendships with local peers, with one large survey reporting that 86% wanted more social interaction. This reminds us that while kindness is a great start, active inclusion — inviting a new student to join a game, sit at a lunch table, or participate in a group — can make a lasting difference.

5. Valuing Cultural Perspectives

Our international students also bring with them a wealth of cultural knowledge and perspectives. Sharing these enriches the whole school community:

“K-pop is famous in Korea. People have a great voice, they are good at dancing too.”
“I think Korean people are beautiful and kind and the food is delicious.”
“China has many smart people. They also have great manners.”

These insights open up opportunities for cross-cultural learning, where all students benefit from hearing each other’s stories, traditions, and experiences.

Creating a Supportive Space

Adjusting to a new education system is about much more than academics. It’s learning a new rhythm of life, navigating a different relationship with teachers, making new friends, and sometimes even reimagining what “success” at school looks like.

By listening to the voices of our international students — and combining these with what we know from educational research — we can continue to create a school environment that is welcoming, empathetic, and inclusive. Here, every child’s story matters, and every child’s success is measured not just in grades, but in confidence, connection, and a love of learning. - Lisa Gough

In the community

The Power of Reading for Wellbeing: Celebrating Book Week

As we wrap up Book Week, we invite you to reflect on the wonderful stories we’ve shared and the potential they hold for our wellbeing.

Reading is more than just a school activity; it can significantly enhance our wellbeing in many ways:

1. Creating Safe Spaces: Books offer children a safe haven where they can explore their feelings, face challenges, and understand diverse experiences. Sharing these stories can lead to meaningful conversations about emotions and life.

2. Encouraging Connection: Reading together as a family fosters deeper connections. Whether it’s discussing a favourite character or sharing thoughts on a story, these interactions can strengthen your bond and open doors for important discussions.

3. Modelling Healthy Habits: When children see adults enjoying books, it promotes a culture of reading. By making reading a shared family activity, you can model the importance of making time for ourselves and our mental health.

4. Sparking Imagination and Curiosity: Engaging with different stories stimulates creativity and curiosity. Encouraging your child to explore various genres can help them discover new interests and expand their horizons.

5. Building Resilience: Stories often show characters overcoming obstacles, providing valuable lessons in resilience. Discussing these themes can help your child learn to face challenges in their own life.

As we move beyond Book Week, we encourage you to continue these conversations at home. Talk about what you’re reading, share your thoughts and feelings, and create an inviting reading environment. Together, we can nurture not only a love for books but also a deeper understanding of ourselves and each other. - Shaye Bradbury, Wellbeing and Inclusion Leading Teacher

BYOD Focus Groups

GIPS is exploring a move toward a Bring Your Own Device (BYOD) model for our Year 5/6 students, commencing in 2026. This change would support the growing financial needs of maintaining a school-wide fleet of devices and bring us in alignment with other neighbourhood primary school programs.

To ensure this decision reflects the needs and views of our community, the School and School Council are holding Focus Groups on Friday 5 September via Webex at the following times (these sessions will also be recorded):

• Grades 4/5: 11:00 am – 11:30 am
• Grades 2/3: 11:30 am- 12:00 pm
• Grades Prep/1: 12:00 pm- 12:30 pm

These sessions will give parents and carers an opportunity to hear about the proposed plan, raise questions, and provide feedback for consideration before a final decision is made.

Following the Focus Groups, the school will share further communication in Term 4, including parent information sessions.

If you would like to attend a Focus Group, please email the front office to register your interest. We will send you a meeting link once registered.

GIPS Silent Auction

Dear GIPS families,

The 2025 GIPS Silent Auction is now OPEN!

This year's auction has 100 items on offer with a combined value of over $20k! Every bid or donation you make supports our school and our children’s learning.

What’s on offer:

· Priceless GIPS experiences the kids will love

· Stays at holiday homes, an Apple Watch, and unique experiences

· Vouchers for your activities, sport and holiday programs

· Plus, you can donate an amount directly.

Start bidding now: https://www.32auctions.com/GIPSsilentauction2025

Please share the link with friends and family and encourage them to bid or donate.

There’ll also be a live auction at the GIPS music bingo event on Saturday 30 August presented by Ash Howarth and Jesse Matthews from Marshall White –

be sure to grab your tickets and join the fun!

https://www.trybooking.com/events/landing/1444587

Happy bidding

Respectful Parking around GIPS

We would like to remind families to please park considerately around our school to help keep our community safe and accessible for everyone.

In particular, we ask that parents and carers do not use the Kindergarten car park at the church next door. These spaces are reserved for kinder families and staff, and it’s important we leave them free for their intended use.

We also remind everyone not to block driveways on Florence Road or surrounding streets. Even a short stop can prevent residents from entering or leaving their homes and can create unnecessary frustration for our neighbours.

Your cooperation helps maintain positive relationships with our community and ensures a safer, smoother pick-up and drop-off for all. Thank you for doing your part to support respectful parking around GIPS.

Join Our Reconciliation Action Plan (RAP) Working Group

At Glen Iris Primary School, we are committed to deepening our understanding and respect for Aboriginal and Torres Strait Islander histories, cultures, and contributions. One way we do this is through our Reconciliation Action Plan (RAP). A RAP is a formal commitment to reconciliation. It outlines practical actions the school can take to build respectful relationships and create meaningful opportunities with Aboriginal and Torres Strait Islander peoples. We warmly invite interested parents and carers to join our RAP Working Group, which brings together our community to guide and implement this important work. Whether you're new to reconciliation or already passionate about it, your voice and perspective are valued.

Meeting Dates – 2025 Thursdays after school

Term 3: 7 August and 4 September

Term 4: 23 October and 20 November

If you’re interested in joining or would like to learn more, please email glen.iris.ps@education.vic.gov.au attention Peter McClure. We would love to have you involved as we continue this journey together.

Second-hand Uniform Shop

Our GIPS second-hand uniform shop is thriving, but it needs your help!

We urgently need donations of good quality, clean second-hand uniforms – particularly skorts, shorts & track pants in small sizes as well as jackets in all sizes.

Please drop any donations to the office.

Thank you for your continued support