Welcome back

Dear Glen Iris Primary School families,

Welcome back! We hope your holidays were filled with rest, connection, and laughter. It’s wonderful to see our school community coming together again with energy and enthusiasm for the year ahead. We want to extend a heartfelt welcome to our new GIPS families! Welcome to our community.

At GIPS, we are guided by a shared vision: “Growth through belonging; a community where every child thrives.” This vision reminds us that when students feel safe, connected, and valued, they flourish academically, socially, and emotionally. It’s a joy to return to a place where learning is built on strong relationships and genuine care.

Our school values are the heart of our community and shape the way we live, learn, and grow together. At GIPS we focus on:

✨ Empathy – understanding and caring for one another
✨ Honesty – acting with integrity in all we do
✨ Resilience – bouncing back with courage and persistence
✨ Gratitude – appreciating the good in ourselves and others
✨ Respect – valuing diversity and treating each other with kindness and dignity

These values are more than words; they are lived every day in classrooms, playgrounds, assemblies, and community gatherings. They help shape a culture where children are encouraged not only to succeed academically but to become thoughtful, compassionate citizens.

Our school motto, “Aim high!”, is woven throughout our learning and life at GIPS. It inspires students to set ambitious goals, to persevere when learning is challenging, and to grow through reflection and effort. Aiming high means striving for personal excellence, whether that’s mastering a new skill, building a positive friendship, or showing courage in the face of difficulty.

As partners in your child’s education, we value your support, involvement, and encouragement. Together, we create a community where every child feels they belong and are inspired to reach their potential. This year, as part of our annual improvement strategy, you will find throughout our newsletters ways you can connect with your child's learning at home.

We look forward to a year filled with growth, connection, and achievement.

Warmest regards,
Maddie Witter

Glen Iris Primary School Principal

In our classrooms

In prep

Congratulations to our Prep students on an exciting first week of school! They have enjoyed learning new routines and making new friends.

At home, you might like to ask your child: What was something you enjoyed or felt proud of during your first week of school?

In grade one

Our first week at school in Grade 1 has been full of smiles, buzz and energy!

Our focus has been building strong connections between our learners and creating safe, happy learning spaces. As part of our Launch program, we have been exploring what it means to be a fantastic friend.

We have shared beautiful picture story books each day about friendship and are enjoying getting to know all our new classmates through collaborative learning activities, games and play!

Look at our friendship rainbows which share what makes us great friends!

At home, you might like to:

• Choose one friendship quality (e.g. kind, generous, helpful). Help your child notice or practise this quality during the week and talk about it together.
• Ask your child to describe what a good friend looks like, sounds like, and feels like. How can they be a good friend at home or school this week?
• 
  

In grade two

This week in Year 2, students read Have You Filled a Bucket Today? and discussed how kind words and positive actions can impact the feelings of others. Students then completed a follow-up activity identifying ways they could “fill” other people’s buckets through acts of kindness at school and at home, such as asking others to play with you, smiling and saying hello to others. This might also make a great family dinner conversation this weekend.

In grade three

We've hit the ground running in Grade 3, quickly filling our brand new pencil cases with our new stationary supplies! Each student in Grade 3 is responsible for taking care of their things to be ready for learning each day. Supplies will be sent home on Friday to be named over the weekend. This is a great opportunity to discuss with your child strategies for being organised and looking after their belongings.

In grade four

As part of our Launch Program students created individual CINQUAIN POEMS.

Cinquain Poetry is a powerful classroom tool for helping students explore both their shared experiences and their unique identities. With its simple five-line structure, students were encouraged to choose words carefully, reflecting on what makes them similar to others, while also embracing what makes them different.

Writing these poems allowed our students to express themselves in a safe, creative way, fostering empathy and understanding. Through sharing these poems, the classroom becomes a space where similarities are celebrated, and differences are embraced as strengths. To connect at home, you could ask "What adjectives/verbs did you use to describe yourself? Which word in your poem feels the most like you? Why?"

In grades five and six

Grades 5 and 6 have had a positive start to 2026! We are establishing routines in our classrooms and finding our way around the new Core and Explore timetable. At home, parents are encouraged to remind their children to read nightly for 20 minutes, helping to establish routines at home, too. We will be recording our reading in our diaries soon!

Supporting Safe and Responsible Use of Technology

Digital technology is an important part of children’s learning and everyday lives. Used well, it can support creativity, collaboration, and problem-solving. As part of our wellbeing focus at school, we are helping students learn how to use technology safely, responsibly, and respectfully.

At school, children are explicitly taught age-appropriate skills around digital citizenship, including being kind online, protecting personal information, and making safe choices when using devices and the internet. These lessons support students to understand that the same values we use face-to-face—respect, honesty, and care for others—also apply in digital spaces.

As part of this learning, next week students will be bringing home an Acceptable Use Agreement. In class, children will view and discuss an age-appropriate version of the agreement, focusing on what safe and responsible technology use looks like in everyday situations. A version of this agreement is attached to this newsletter. It outlines our school’s expectations for digital technology use and includes helpful resources and links for families.

We encourage parents and carers to read the Acceptable Use Agreement with their child and talk together about the expectations. Signing the agreement together reinforces the shared responsibility between home and school in supporting positive technology use.

Families play a vital role in supporting this learning at home. Some helpful ways parents and carers can support safe and responsible technology use include:

• Talk regularly about technology use
  Ask your child about the apps, games, or websites they use and enjoy. Open conversations help children feel comfortable asking for help if something online feels confusing or upsetting.
• Set clear and consistent boundaries
  Agree on screen time limits, device-free times (such as during meals or before bed), and where devices are used in the home.
• Encourage balance
  Support a healthy balance between screen time and other activities such as outdoor play, reading, creative play, and family time.
• Model positive technology use
  Children learn by observing adults. Demonstrating respectful online behaviour and healthy device habits makes a strong impact.
• Reinforce safety messages
  Remind children not to share personal information online and to tell a trusted adult if they see or experience something that makes them uncomfortable.

By working together through shared expectations and open communication, we can help children develop the skills they need to use technology safely, responsibly, and confidently—both at school and at home.

Thank you for your continued support of your child’s wellbeing and learning. Shaye Bradbury, Leading Teacher Wellbeing and Inclusion

GIPS Acceptable User Agreement 2026- Parent Information

In Spanish class

!Hola!

It’s been so exciting to be back in the Spanish classroom and to see the students again! This week, we’ve been revisiting some of the learning from last year and re-establishing our classroom routines.

This year is shaping up to be lots of fun, with many engaging and entertaining activities planned to support students’ language learning.

If you’d like to try something new at home, one activity I enjoy with my own children, especially on long car trips, is listening to the Duolingo Spanish podcasts. They feature interesting stories and use English to help contextualise the Spanish, making them very accessible and enjoyable.

In performing arts

As part of launch, the students and I are co-creating classroom expectations for Performing Arts. They are also exploring and expressing their musical and dramatic ideas in lessons that reflect the routine and process of learning in Performing Arts. One way to connect with this learning at home is to discuss and ask questions about the different music the students listen to; how does the music used on TV, movies and other entertainment make you feel?

In STEM

Learning is most powerful when it is active and connected to real experiences. This activity highlights how collaboration, persistence, and curiosity support student growth. Families can strengthen these skills at home by involving children in practical activities such as cooking, building, organising, or experimenting, and by having regular conversations about their learning. Your encouragement makes a significant difference in building confident, capable learners.

In our staffroom

Explicit teaching

This year we started our year looking at the Victorian Teaching and Learning Model 2.0 with a focus on explicit teaching, an important element of our instructional model.

Why Explicit Teaching Matters

In today’s classrooms, teachers are asked to meet diverse learning needs, manage increasing curriculum demands, and ensure every student makes meaningful progress. One of the most powerful ways to achieve this is through explicit teaching- a structured, intentional approach that makes learning clear, accessible, and achievable for all students.

What is Explicit Teaching?

Explicit teaching is a deliberate method of instruction where teachers clearly explain what students are learning, why it matters, and how to do it. Lessons are carefully sequenced, skills are broken down into manageable steps, and teachers model thinking and processes before students practise independently. Learning intentions and success criteria are made visible so students understand exactly what success looks like.

This approach does not limit creativity or deep thinking. Instead, it provides the solid foundation students need to engage confidently and independently with more complex tasks.

Why Explicit Teaching is So Effective

Research consistently shows that explicit teaching has a strong positive impact on student achievement. When instruction is clear and systematic, students spend less time guessing what to do and more time focusing on learning. This is especially important for students who benefit from predictable routines, clear expectations, or additional support.

Explicit teaching:

• Reduces cognitive overload by presenting information in clear, logical steps

• Builds strong foundational skills in literacy, numeracy, and thinking

• Improves student confidence and engagement

• Supports equity by ensuring all students have access to the same high-quality instruction

Rather than assuming students will “pick it up,” explicit teaching ensures that no learner is left behind.

Supporting Independence and Deep Learning

A common misconception is that explicit teaching leads to passive learning. In reality, it does the opposite. By clearly modelling strategies and providing guided practice, teachers equip students with the tools they need to think critically and work independently.

As students gain mastery, responsibility for learning is gradually released. This allows them to apply skills flexibly, solve problems, and transfer learning to new contexts: key goals of high-quality education.

Creating Consistency and Confidence

Explicit teaching also promotes consistency across classrooms and year levels. When students know what to expect and recognise familiar instructional routines, transitions are smoother and learning time is maximised. This consistency helps create calm, focused classrooms where students feel safe to take risks and make mistakes.

Clear instruction benefits not only students, but teachers as well. It provides a shared language for teaching and learning, supports professional collaboration, and strengthens collective efficacy across the school.

A Commitment to High-Quality Instruction

At its core, explicit teaching reflects a commitment to clarity, fairness, and excellence. It acknowledges that learning is complex and that great teaching requires intentional planning, modelling, feedback, and practice.

By prioritising explicit teaching, GIPS ensures that every student is given the best possible chance to succeed, grow, and thrive.

In our community

Class Reps

THANK YOU to all the parents who have put their hands up to volunteer as class reps. So we can get started with streamlined communication, we will be sending class reps their contact lists next week. Please consider volunteering if your child's grade doesn't have a class rep yet. We really appreciate your support.

The following grades need class reps. Please email glen.iris.ps@education.vic.gov.au if you can help.

• 1GL
• 1J
• 2GJ
• 3M
• 4F
• 5H

Parent Payments- A Letter from School Council

Welcome to a wonderful new year at Glen Iris Primary School. We are writing to share some context about the Parent Payments you’ve been asked to make for this year.

The Department of Education describes these as voluntary financial contributions. In practice, Parent Payments are critical to deliver a quality education and create an effective learning environment. Government funding covers the minimum for core teaching (including leadership, teaching support, professional development, relief teaching, payroll tax, superannuation).

Parent Payments are needed to cover:

Curriculum consumables like paper, pencils, printing, photocopying, art supplies; plus wellbeing resources

Library and digital resources: books, contemporary readers, online learning subscriptions and bringing iPads and laptops up to date so they can run current applications

Enhanced environment: maintaining and enhancing our indoor and outdoor learning environments, to make the school safe and welcoming for all

Why they're so important

We had a couple of years where many families didn’t pay fees, leaving a shortfall that made it very challenging for the school to deliver the high quality of education our children deserve.

Fortunately, as a community in 2025 we returned to previous healthy levels of family contributions. This enabled the school, with careful planning and budgeting, to:

• complete much-needed internal carpeting and re-painting of classrooms
• double our library of decodable readers
• replace a class set of iPads that was ten years old
• add $20,000 of books for explicit teaching in the school
• purchase subscriptions for student learning for students
• upgrade resources for specialist subjects (Art, PE, Performing Arts, Spanish).
• keep our gardens landscaped; fund our photo copiers; and much more.

With your help, in 2026, the school plans to upgrade guided reading books across the school and do a much-needed refresh of the exterior paint on the buildings. The school has also supplied all the itemised resources on the parent payments information letter, for your children’s learning.

Total fees are nearly identical to the previous year, through careful budgeting. We’ve also sense-checked against nearby schools and compare favourably. At under $15 per week, GIPS fees represent the best value education in Victoria.

Your options and support

We understand some families may not be in a position to contribute. If you cannot pay the full amount, please pay what you can. If you can give more, please do. Every dollar counts. Flexible payment options are available too - please contact the school’s business manager at joanne.hayes2@education.vic.gov.auto arrange.

Please make payment today via Compass. Some contributions are tax deductible.

Thank you for enhancing education beyond the bare minimum… it makes all the difference.

Kirsty Watts

School Council President, on behalf of School Council

🚗 Parking reminder- Please keep driveways clear

We kindly remind families to be mindful when parking around the school, particularly during drop-off and pick-up times.

Please do not park in front of neighbouring driveways, even for a short time. Blocking driveways prevents our neighbours from safely entering or leaving their homes and can cause significant inconvenience. We are receiving complaints.

We are fortunate to be part of a supportive local community, and showing consideration when parking helps maintain positive relationships with those who live near the school.

Thank you for your cooperation and for helping keep our school environment safe, respectful, and welcoming for everyone.

Assemblies at GIPS

Starting 6 February, GIPS holds a fortnightly assembly. Assemblies commence at 2:50 pm and last until the end of the school day. Assemblies are located in the Hall, which is adjacent to the school at Glen Iris United Church. All families are invited to attend. You can go directly to the Hall. There is limited seating available at the back.

Please note that Prep students don't attend assembly straight away. Once the Prep teachers have assessed that they have the stamina for an assembly (it can be tricky sitting on the floor!), a newsfeed will go out inviting Preps and their families to attend. This is usually in Term One.

GIPS Wellbeing Information Session

Join our school psychologist, leading teacher wellbeing and inclusion and assistant principal to learn how GIPS offers different tiers of support for student wellbeing and mental health. More information will be available via Compass.

Camps, Sports & Excursion Fund (CSEF)

Every Victorian child should have access to the world of learning opportunities that exist beyond the classroom. The Camps, Sports and Excursions Fund helps ensure that no student will miss out on the opportunity to join their classmates for important, educational and fun activities. It is part of making Victoria the Education State and the Government’s commitment to breaking the link between a student’s financial circumstances and their outcomes.

School camps provide children with inspiring experiences in the great outdoors. Excursions encourage a deeper understanding of how the world works while sports teach teamwork, discipline and leadership. All are a part of a healthy curriculum.

CSEF is provided by the Victorian Government to assist eligible families to cover the costs of school excursions, camps and sporting activities.

If you hold a valid means-tested concession card or support an out of home care student you may be eligible for CSEF. A special consideration category also exists for asylum seeker and refugee families. The allowance is paid directly to the school to use towards expenses relating to camps, excursions or sporting activities for the benefit of your child.

The annual CSEF amount per student is $400 for all eligible school students.

How to Apply:

We have attached a form for you. We have hard copies available in the front office. CSEF Form

If you applied for CSEF at your child's school last year, you do not need to complete an application form this year unless there has been a change in your family circumstances. You only need to complete an application form if any of the following changes have occurred:

· new student enrolments:

your child has started or changed schools this year.

· changed family circumstances: such as a change of custody, change of name, concession card number, or new siblings

commencing this year.

Check with the school office if you are unsure. If you have any questions, please reach out to our business manager, Joanne Hayes.

Thank you

Evening on the Green

We’re excited to invite all Glen Iris Primary School families to our annual Evening on the Green—a wonderful chance to welcome new families to our community and for everyone to reconnect after the summer break. Bring a picnic rug and enjoy a relaxed night on the oval with friends, old and new.

This year we’ll have Lickt ice-cream and pre‑ordered pizzas along with our traditional sausage sizzle and grade 5/6 run canteen. Several of our fantastic community partners will also be joining us to showcase what they do—so come ready to enjoy a dance, test your chess skills, try written debating, practise some soccer moves, and explore plenty of other fun activities.

We look forward to seeing you there and kicking off the school year together!

SRC

We are excited for another year for our Student Representative Council! Each year, two students (one female and one male) are elected by their peers to represent their grade and join SRC in grades 2-6. Students will be starting this process shortly. All students keen to join SRC can be considered except for 2025 SRC representatives. We encourage parents to chat about this leadership opportunity with your children at home. Reach out to your classroom teacher if you have any questions.

Meet the Teacher- Important Information

Meet the Teacher will take place on Monday 16 February 2026.

Please note that Monday 16 February is a pupil-free day. Students do not attend school on this day. Team Kids is available for care.

During Meet the Teacher, each family books a 10-minute, student-free appointment to meet with their child’s teacher and discuss their child.
If you have more than one child at the school, we strongly recommend allowing a break between appointments, rather than booking back-to-back sessions.

All Meet the Teacher appointments must be booked via Compass. Bookings will open next week.

Appointment Format – In Person Only

In 2024 and 2025, the school trialled online Meet the Teacher appointments. Following a review with School Council at the end of 2025, it has been decided that all Parent Teacher Conferences in 2026 will be held in person.

While we recognise that online meetings can be convenient, ongoing technical challenges made it difficult to begin appointments on time. Moving to in-person meetings will ensure appointments run smoothly and allow for more meaningful conversations.

Art Smock Reminder

Just a reminder to bring a named Art Smock to school to use for messy activities in the Art room. Art smocks are available to purchase from Kmart and Officeworks for around $8, or an old adult shirt or apron is just as good, and it is recycling!

Thank you 😊

Annual privacy reminder for our school community

Our school collects and uses student and parent personal information for standard school functions or where permitted by law, as stated in the Schools’ privacy policy and the Schools’ privacy collection notice.

Our Photographing, Filming and Recording Students policy, describes how we collect and use photographs, video and recordings of students. The policy also explains when parent consent is required and how it can be provided and withdrawn.

We ask parents to also review the guidance we provide on how we use Google Classroom safely at the school in this newsletter and what parents can do to further protect their child’s information. If after reviewing the guidance, you have any questions or concerns regarding your child using Google Classroom, please contact the school.

For more information about privacy, refer to: Schools’ privacy policy: information for parents. This information is also available in eleven community languages:

• Amharic
• Arabic
• Chinese
• Dari
• Gujarati
• Mandarin
• Somali
• Sudanese
• Turkish
• Urdu
• Vietnamese

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