In our classrooms

This week provided two beautiful reminders of our vision at GIPS: Growth through belonging; a community where every child thrives.

Our Year 3/4 camp was a significant milestone. One of the most special aspects of the camp was seeing every child included and supported to participate fully. Camps can bring excitement, nerves and challenges, yet every child embraced the experience with courage and enthusiasm. Watching students encourage one another, step outside their comfort zones, build independence and create lasting memories together was a wonderful reflection of the strong sense of belonging we strive to create. This achievement is also a credit to our families and staff who work together to ensure every child feels supported to fully participate in school life.

Another highlight was our Prep Grandparents Morning, where classrooms were filled with smiles, laughter and meaningful intergenerational connections. It was heartwarming to see our youngest learners proudly sharing their classrooms, reading stories, working on our drawings, and introducing their grandparents and special visitors to school life. These moments remind us that children thrive when they feel connected, not only to their school, but to the wider community that surrounds and supports them.

Many thanks to all of our parents who helped out with camp and the morning.

Thank you to our families, grandparents, carers and staff for continuing to bring our vision of growth through belonging to life each day.

Maddie Witter

Principal

In our prep classrooms

Prep Firefighter Visit and Recount Writing

Last week, our Prep students were very excited to welcome the firefighters back to school, this time with their fire truck! The visit became even more memorable when the firefighters were called away to attend a real fire emergency. Luckily, they were able to return later in the day.

The firefighter visit also became a wonderful learning opportunity back in the classroom. The following day, each class worked together to write a recount using sequencing words to retell the events in order. Students then had a go at writing independently to share their own thoughts and ideas.

Here are some of their reflections:

“The firefighters came to our school. I got to spray the hose.” – Tokyo (Prep P)

“The firefighters came to Prep. I got to spray the hose. I heard the siren.” – Alexander (Prep P)

“The firefighters came to school. The firefighters had to go to a real fire. I got to spray the hose.” – Yarina (Prep C)

“I loved the firefighters because they let me use the hose.” – Kiran (Prep C)

“The firefighters came to school. We got wet.” – Finn (Prep K)

“The firefighters came to school. I got to spray the hose. It was fun.” – Elle (Prep K)

What you can do at home:
Encourage your child to orally retell events from their day in sequence. Using prompts such as first, next, then and finally helps children organise their ideas and build confidence for both speaking and writing.

In our grade one classrooms

Grade One – Rippon Lea Estate Excursion

Our Grade One students had a wonderful time visiting Rippon Lea Estate as part of our Integrated Studies unit, Let’s Learn from the Past. During the excursion, students explored the historic mansion and gardens while learning about what life was like many years ago for some people.

This experience supported our studies of continuity and change, as students compared daily life, toys, school experiences and family roles from the past of some people with life today. Students also investigated how homes, leisure activities and family responsibilities have changed for some over time, while recognising some similarities that still remain today.

Students enjoyed a guided tour of the house. We visited the basement, where the servants worked as ‘invisible’ members of the household and learnt all about how the Sargood family lived many years ago. A highlight of our excursion was walking along the mystery trail in Rippon Lea’s gardens, where we were challenged to complete a Creature Catcher activity. The children loved playing games on the estate’s lawn, including Quoits, What’s the Time, Mr Wolf?, Hot Potato, Skittles and Croquet! Finally, we pretended we were servants and took turns washing, rinsing and wringing out dirty laundry using old-fashioned tools – a very tiring and time-consuming job!

At home, you might like to:

• Invite your child to share some interesting facts that they learnt about the Sargood family or Rippon Lea Estate.
• Ask your child to phone or interview a grandparent, older family member or family friend about the toys they played with as a child, the jobs they helped with at home and how they carried out each task.
• Comparing what school was like for grandparents, parents and children today. What was the same? What was different?
• Encouraging your child to ask questions about technology, games, chores and routines from the past.

Our visit to Rippon Lea Estate provided a fantastic hands-on opportunity for students to connect their classroom learning with real-life experiences from history.

In our grade two classrooms

This week in Maths, our Grade 2 students became "mass detectives" as they explored how to compare the weight of different objects. Using their prediction skills, careful hefting and balance scales, students discovered that bigger doesn't always mean heavier. The classroom was buzzing with excitement as students tested their ideas, compared objects and worked together to investigate mass. We had some surprising discoveries and thoughtful discoveries about the relationship between size and mass!

You can support your child's learning about mass at home by encouraging them to compare everyday objects and talk about which items might be heavier or lighter. Invite them to make predictions before checking by lifting objects or using kitchen scales together. Fun activities like baking, weighing groceries or comparing toys can all help build confidence with measuring and comparing mass in real life situations.

In our grade three and four classrooms

Our Year 3/4 students had an unforgettable experience this week at Arrabri Lodge, filled with adventure, teamwork, laughter and personal growth. From the moment the buses arrived, students embraced every opportunity with enthusiasm and courage, demonstrating our vision of growth through belonging, a community where every child thrives.

Throughout the camp, students challenged themselves with a range of exciting activities, built new friendships and strengthened existing ones. Whether conquering fears, encouraging a classmate, sharing responsibilities in cabins or simply enjoying time together away from home, our students consistently showed resilience, kindness and teamwork.

One of the most special aspects of the camp was seeing every child included and supported to participate fully. The confidence and independence students developed over the three days was wonderful to witness, and many will return home with stories they will remember for years to come.

A huge thank you to our dedicated staff and parent volunteers who gave their time, energy and care to make the camp such a positive and successful experience for all students. We are also grateful to our families for their support and preparation, helping students feel ready to take part in this important milestone.

We are incredibly proud of our Year 3/4 students and the way they represented GIPS throughout the camp experience.

Ask your child to teach you one of the three dances we learnt!

In our grade five and six classrooms

Grade 5 and 6 were privileged to attend a special screening of author and illustrator Shaun Tan's book of short stories Tales of Outer Suburbia at ACMI. Students had spent the weeks in the lead up reading and analysing Shaun's books through the lens of visual literacy and how illustrations can tell a story even without words. Students were then lucky enough to be part of a Q and A with Shaun where he shared some literary insights and inspirational ideas spawned through character development. It was a fascinating experience which students thoroughly enjoyed.

Ask your child to show you how to draw 'Eric'!

In Spanish class

Year 4 students have started reading their new Spanish novel, where they will explore cultural differences between countries while continuing to develop their confidence as language learners. As part of the unit, students are using strategies such as recognising cognates, using context clues and comparing Spanish and English to support comprehension of longer texts. It has been wonderful to see students collaborating, making connections and engaging enthusiastically with the story so far.

In Art class

Throughout the first term, students across all year levels worked on a portrait inspired by a range of artists. These works are currently on display throughout the school and highlight some of the incredible work created by our amazing students. Year 1 took inspiration from the Young Archie, a national art prize for portraiture, held alongside the Archibald Prize. I was so thrilled to hear of so many students being inspired to enter this competition and so proud of them showing me their work and their certificates. Congratulations to all the students for their enthusiasm and creativity!

In our staffroom

Strengthening Long-Term Memory in Mathematics Through Retrieval Practice (VTLM 2.0)

At GIPS, our teaching and learning approach is guided by the Victorian Teaching and Learning Model (VTLM 2.0), with a strong emphasis on evidence-based strategies that ensure learning is not only understood in the moment but retained and applied over time.

One of the most powerful ways we support this is through retrieval practice, a deliberate teaching strategy where students are regularly asked to recall information from memory. This might include recalling number facts, explaining mathematical strategies, or solving problems without immediate prompts or scaffolds.

In mathematics, retrieval practice plays a critical role in building long-term memory. Learning is not truly successful if it disappears after a lesson or a week. Instead, our goal is for students to store key knowledge and skills so securely that they can be accessed automatically when needed, freeing up cognitive space for more complex problem-solving.

When students retrieve information, they are actively strengthening memory pathways in the brain. Each act of recall makes the knowledge more stable and easier to access in the future. This is what shifts learning from short-term understanding to long-term retention. Without retrieval, knowledge is more likely to be forgotten or remain dependent on prompts and supports.

In the classroom, retrieval for long-term memory may include:

• Daily “do now” activities revisiting prior learning
• Spiral review of concepts across weeks and terms
• Students explaining strategies from memory, not notes
• Interleaving new learning with previously taught content

These routines are intentionally designed to revisit learning over time, because spacing and repetition are key drivers of long-term retention. When students return to ideas repeatedly in different contexts, their understanding becomes more flexible, durable, and transferable.

Last week, our staff led by Shanae Hill revisited strategies for building retrieval in mathematics. Ultimately, retrieval practice helps students move beyond temporary learning toward something far more powerful: knowledge that lasts, builds, and grows over time.

Wellbeing at GIPS: Zones of Regulation

In this edition, we’re highlighting the Zones of Regulation, a program that helps students understand and manage their emotions.

The Zones of Regulation uses four coloured “zones” to help children identify how they are feeling:

• Blue Zone: sad, tired, or unwell
• Green Zone: calm, focused, and ready to learn
• Yellow Zone: excited, worried, or frustrated
• Red Zone: overwhelmed, angry, or out of control

Students learn that all zones are normal, but that some are better suited for learning situations than others. They are also taught strategies to move between zones when needed.

In the classroom, this might include:

• Checking in on how they are feeling
• Using calming or alerting strategies
• Reflecting on what helps them regulate their emotions

At home, you can support this by:

• Asking your child which “zone” they are in
• Helping them name their feelings
• Practising simple calming strategies like deep breathing

This shared language helps children build emotional awareness and self-regulation skills.

In our community

Bon voyage Mrs Morrison

After an extraordinary career in education that began in 1982, Mrs Morrison has made the decision to retire.

For more than four decades, Mrs Morrison has dedicated herself to supporting, teaching and inspiring generations of students. Her kindness, wisdom, calm presence and unwavering commitment to children have left a lasting impact on countless families and colleagues across her career, including our own GIPS community.

Mrs Morrison has worn many hats throughout her time at GIPS and has always approached her work with professionalism, compassion and genuine care for every child in her classroom. We know many families will join us in thanking her for the incredible contribution she has made to education over the past 44 years.

While we will miss Mrs Morrison greatly, we are excited for her as she begins this well-earned next chapter, which commences in Europe!

To ensure continuity for students, Mr Horseman will be taking Mrs Morrison’s class starting next week until the position is filled through the advertising and recruitment process.

Please join us in congratulating Mrs Morrison on a remarkable career and wishing her all the very best for her retirement.

Walk or Wheel Fridays

A reminder that every Friday until the end of Term 2 will be ‘Walk or Wheel (WOW) Friday’! We encourage all students to ride or walk to school. If you need to, you can drive closer to school and walk or wheel part of the way. If your child is younger, you can park your car and ride or walk with them.

The Environment SALT will be collecting data on how many students have walked or wheeled to school and the winning class each week will be awarded the Golden Boot! There will be more prizes for term winners.

We are looking forward to seeing everyone walk or wheel to school tomorrow.

Remember to keep your eyes on the road!

Grade 6 SALT (Student Action Leadership Team) Environment Team

Plastic bottles needed for STEM

For our STEM classes next week, we request that your child/ren bring some plastic bottles to school to use in fun experiments.

Prep, Year 1, Year 2 students - Please bring a water bottle size bottle (600ml approx).

Year 3 and 4 students - Please bring in a clean 2L plastic milk bottle.

Student free day 29 May

Friendly reminder that Friday 29 May is a student free day. Team Kids is available for out of hours school care.

Important updates to school reports

As previously communicated in a recent newsletter, we would like to remind families about upcoming changes to student reports.

From this reporting cycle onwards, GIPS will no longer include a separate “skills” section in student reports. This change is part of a forthcoming statewide update being implemented across Victorian government schools in 2027 to support clarity and teacher workload, and our school is implementing it early to ensure a smooth and well-supported transition for both staff and families.

This update reflects a broader move toward more streamlined reporting against curriculum standards.

As was also shared in a previous newsletter, as part of the current industrial stop work action, unionised teachers will not be writing report comments this semester.

Thank you for your ongoing partnership in supporting every child’s learning and success at GIPS.

Premiers' Reading Challenge

The Victorian Premiers’ Reading Challenge is now open and Glen Iris Primary School is excited to be taking part!

The Challenge is open to all Victorian children from birth to Year 10 in recognition of the importance of reading for literacy development. It is not a competition; but a personal challenge for children to read a set number of books by the 4th of September, 2026.

Children from Prep to Grade 2 are encouraged to read or ‘experience’ 30 books with their parents and teachers. All children who complete the Challenge will receive a certificate of achievement signed by the Victorian Premier and former premiers.

This year’s Challenge theme is ‘Stories to discover. Stories to tell’. Stories can inspire and challenge us, and help us grow. They open our eyes to new worlds and new ways of thinking.

To learn more about the Challenge, visit Premiers' Reading Challenge | vic.gov.au

You can also contact one of our Challenge Coordinators at Mary-Anne.Jansen@education.vic.gov.au (Prep to Grade 2) or Charles.Collopy-White@education.vic.gov.au (Grade 3 to 6) with any questions.

Happy reading!

Prep Enrolments are Now Open!

2027 Prep Enrolments are now open and close 31 July 2026.

This year our school is using an online system for new enrolments to Victorian government schools called VicStudents.   VicStudents is available for students who are enrolling in a Victorian Government School for the first time. This includes Foundation (Prep) enrolments for 2027.

VicStudents has been assessed by the Department of Education to a high degree of security in line with the Victorian Protective Data Security Standards and is compliant with ISO 27001, the leading international standard for information security.

To commence online enrolment: Visit https://students.educationapps... to create an account and complete the online application form. Please ensure that all documents required are attached to the application. This process can commence at the end of April 2026.

A Quick Reference Guide to using the online system is available here.

2027 Foundation (Prep) enrolment

Our school zone

Our school zone is available on findmyschool.vic.gov.au which hosts the most up-to-date information on school zones in Victoria.

Students residing within our school zone are guaranteed a place at our school, which is determined based on your permanent residential address.

Our school manages enrolments using the Placement Policy to ensure that students have access to their designated neighbourhood school and may enrol at another school, if there are available places.

For more information, you can:

• visit School zones for answers to frequently asked questions
• call the Victorian School Building Authority (VSBA) on 1800 896 950
• email the VSBA at vsba@education.vic.gov.au

2027 Foundation (Prep) enrolments

The Department of Education has released the statewide Foundation (Prep) enrolment timeline for the 2027 school year.

The timeline advises families when and how to enrol their child into Foundation (Prep) at a Victorian government primary school, including our school.

All government primary schools will follow the timeline in 2026 to support Foundation (Prep) enrolments for the 2027 school year.

You can find information and resources about the timeline, including factsheets and a poster at: Enrolling in Foundation (Prep).

What you need to do:

- Parents/carers can submit their enrolment applications from the start of Term 2, 2026. This follows the release of 2027 zones on the department’s

Find my School website and the publication of Foundation enrolment information packs.

- Enrolment applications from parents/carers are due by the last Friday of July, 31 July 2026.

- Schools notify parents and carers of the outcome of enrolment applications between Monday 3 August and Friday 14 August 2026.

- Parents/carers who receive an enrolment offer should respond to the offer by Friday 28 August 2026.

- Written appeals from parents/carers are to be lodged with schools by Friday 28 August 2026.

- Schools notify parents and carers in writing of the outcome of appeals by Friday 11 September 2026.

- Take part in enrolment information and transition sessions during Term 4, 2026. Enrolment applications submitted after 31 July 2026 will be processed by our school as they are received, in accordance with the department’s Placement Policy. Following 31 July 2026, we can only accept paper enrolments which can be found in the Enrolling in Foundation (Prep) pack.

2026 enrolments or Year 1-6 2027 Enrolments

Enrolment forms (for use outside of the Prep 2026 Enrolment Process) can be found here. They cannot be made on the Insight platform.

SSB credit balances

We would like to advise of an issue affecting the display of credit balances in Compass relating to SSB and CSEF funds.

When paying for school events in Compass, families may choose to pay in full or use available credits such as SSB or CSEF. These balances are normally drawn from our CASES21 finance system and displayed in Compass.

The Department of Education has recently advised that the data feed between CASES21 and Compass is no longer providing real-time or reliable balance information. This occurred following a system issue in late October and, at this stage, there is no planned fix for this data link. As a result, Compass balances may not be accurate and are likely to show a higher amount than your actual available credit.

To ensure families are fully informed, if you have an SSB credit on your family account, we will be contacting you directly by email with your correct balance.

We understand this is not ideal and appreciate your patience while we manage this system limitation.

If at any time you would like to confirm your balance or have any questions, please contact the front office by phone or email.

Kind regards,

Joanne Hayes

Business Manager