AUGUST 25th

HOMEWORK POLICY

Our teachers and the Education Committee of School Council are review-

ing our Homework Policy. This policy has been rewritten in relation to

the Education Departments new guidelines. We seek your constructive

feedback on the new policy prior to it being ratified at School Council. A

copy of the new policy will be distributed to families via the children by

Friday. Could we ask parents to return their comments to the office by

Friday 2nd September?

CBL (Challenge Based Learning) EXPO

Challenge Based Learning is an inquiry learning curriculum been designed

by leading educators specifically to meet the unique needs of 21st Cen-

tury learners. Our teachers have been gradually implementing CBL across

the school since term 2. CBL is a multidisciplinary approach to teaching

and learning that ‘encourages learners to leverage the technology they

use in their daily lives to solve real-world problems.’ CBL is both collab-

orative and hands-on, inviting students to work with peers, teachers and

experts in their communities and around the world. This way of learning

requires students to learn how to ask good questions, develop deep sub-

ject area knowledge, identify and solve challenges, take action, and

communicate and share their learning experiences.

We invite families to visit the school and join the Year 3 to 6 students

as we celebrate this terms theme - ‘DIVERSITY’ around the world and

in the sporting arena. Through our Challenge Based Learning sessions we

hope the children will gain a greater understanding of ‘DIVERSITY’

through their presentations.

Parents across the school are invited to view our Grade 3-6 student’s

presentations on Wednesday 7th September from 5:00-6:00pm and on

Thursday 8th September between 8:30am to 10:00am in the Sue Goodall

Building and Multipurpose rooms.

THE SEVEN ESSENTIAL ELEMENTS TO CBL are -

There are seven ‘essential elements’ of the Challenge Based Learning model

which inform the way teachers work at the school. Students cycle through

these seven elements over a ten week period or term.

1. Students are initiated into the challenge via engagement with ‘big pic-

ture’ concepts, which provide an overarching stimulus for their learning.

Each Unit is framed by a Big Idea and Essential Question, which are de-

signed to engage and hook students’ interests and create a need for

August

Science Week

22nd Book Week

3/4 MCG excursion

29th Literacy and

Numeracy Week

30th Fathers Day Stall

September

1st Multi Age Day

2nd 5/6 Summer Sports

5th - 15th

5/6 Swimming

16th Footy Day

Last of Term 3

2.30pm finish

TERM DATES FOR 2016

TERM 1

27th Jan - 24th March

TERM 2

11th April - 24th June

TERM 3

11th July - 16th Sept

TERM 4

3rd Oct - 20th Dec

PRINCIPAL’S NEWS

higher order thinking. An example is, “The challenge is to promote equality in our society. Do you accept?”

A visual stimulus is often offered at this stage to help set up the challenge.

2. Students accept the challenge and discuss ideas in set groups - roles and responsibilities are defined.

3. Each group’s focus draws on external resources and expert opinion to help students scope out their

challenge. Video Reflections are created, where students consider questions such as: What interests

you most about this challenge? What problems do you think you might have along the way? How might

you overcome these problems? How is your group working so far?

4. Groups begin to address the challenge by formulating and responding to guiding questions, undertaking

learning activities, and gathering resources.

5. Groups undertake research, formulate and clarify responses to guiding questions & brainstorm possi-

ble solutions.

6. Groups identify and discuss three potential solutions, with one solution being implemented.

7. Individuals and teams engage in reflection to support evaluation of their learning.

SCHOOL REVIEW SURVEY

This year our school is undergoing a whole school review which occurs every 4 years. We are nearing the

completion of a Self Evaluation process during which we analyse our progress against the aspiration targets

and goals set in our previous Strategic Plan. The three key areas for improvement were Student learning,

Student Engagement and Wellbeing and Student Pathways and Transitions. The chart below details the

aspirational targets we set and our current progress. As you can see we have made and exceeded the ma-

jority of our targets with the remainder of this year to complete the previous Strategic Plan period.

GOALS 2013 – 2016 STRATEGIC PLAN TARGETS

Student Learning

To maximize the achievement of high quality learning out-comes for all students in all learning domains with a strong whole school focus on litera-cy, particularly writing and speaking and lis-tening and the dimen-sions of mathematics including measurement chance and data

VELS Teacher Judgements

The percentage of students above the expected VELS level (score A or B) will in-crease in: Reading from 42% in 2011 to 50% in 2016 (2015=61%) Writing from 33% in 2011 to 41% in 2016 (2015=39%) Speaking and Listening from 24% in 2011 to 32% in 2016 (2015=31%) Number from 44% in 2011 to 52% in 2016 (2015=47%) Measurement, Chance & Data from 27% in 2011 to 35% in 2016 (2015=39%) NAPLAN The percentage of Grade 3 students assessed in the top two bands for: Reading will increase from 29% in 2011 to 35% in 2016 (Average 2-013-2015 = 61%) Number will increase from 30% in 2011 to 36% in 2016 (Average 2013-2015 = 57%)

The percentage of Grade 5 students assessed in the top two bands of NAPLAN: Reading will increase from 9% in 2011 to 17% in 2016 (Average 2013-2015 = 48%) Numeracy will increase from 16% in 2011 to 25% in 2016 (Average 2013-2015 = 38%)

Student Engagement and Wellbeing

To improve student en-gagement and wellbe-ing by focusing on posi-tive relationships, stu-dent resilience, individ-ual wellbeing and en-gagement in learning

To annually reduce the student absence rate by 1/2 day at each year level using 2011 absence

data as base line data (2011 average 12.8 days per student). To improve the following combined year 5 and 6 means on the Student Attitudes to School

Survey: School Connectedness mean score to be 4.50 or greater in 2016 2016 – 4.38 above State & Region mean Student Motivation mean score to be 4.50 in 2016 or greater in 2016 2016 – 4.50 above State & Region mean Connectedness to Peers mean score to be 4.50 in 2016 or greater 2016 – 4.28 above State & Region mean

Student Pathways and Transitions

To improve transitions and pathways for all students with an em-phasis on the transition between year levels.

By 2016, the mean for the transition variable on the parent opinion survey to be at 6.5 or great-

er. (2015 = 6.27 above State & Region mean)

SCHOOL SELF EVALUATION - PARENT

SURVEY REQUEST

Tomorrow we are also sending out a Parent

Survey seeking your constructive ideas/

opinions to help us in our quest to make

this a great school. There are 4 key

questions that we are seeking -

1. Why did you choose to send your child/children to The Basin PS? 2. When telling other parents about The Basin PS what do you say now? 3. What should we develop further or start doing? 4. How do we want The Basin PS to look in 4-6 years’ time?

In anticipation - thankyou to those par-

ents who take the time to help us make

our school great by completing this survey

and returning it to school by Friday 2nd

September.

Graeme Russell

Apples

Friday 2nd September is the next apple

delivery. If you wish to place an order

please make sure your order and money

are handed into the office by 9am on Fri-

day. Pink Ladies, Royal Gala, Granny

Smith all apples $10

August

23rd Laura Fyfe

25th Lucas Gardiner-Morris

26th Brooke Disney

27th Rosie Collumbine

28th Liam Page