Dear Parents and Carers,
I hope this newsletter finds you well. This week’s newsletter is focused on some significant changes concerning our primary school reporting system. These changes have been designed to enhance your understanding of your child’s progress in a more comprehensive and informative manner.
Starting this academic year, Kindergarten students will no longer receive traditional grades. Instead, their progress will be recognised using the following categories:
Year 1 to 6 Reports
For students in Years 1 to 6, we have replaced the A to E grading system with a more descriptive approach. The new reporting categories are as follows:
I kindly request all Parents and Carers take a moment to familiarise yourself with this new approach before the half yearly reports are released at the end of this term. Within your child’s report, you will discover the new descriptive categories thoughtfully accompanied by clear and constructive comments that celebrate your child’s growth and progress. If you have any questions or require further clarification, please don’t hesitate to reach out to your child’s classroom teacher via email.
Mrs Gillian Coote
Primary Deputy Principal
Students in Year 6 have been investigating the effects of heat and why we use specific materials for different purposes. To showcase their knowledge, students were challenged to design houses capable of withstanding the temperatures of various chosen climates.
Initially, students examined houses in three distinct climates: cold/snowy, tropical, and hot/arid. They considered the characteristic design features and construction materials associated with each climate.
Upon completing their research, students proceeded to plan and design their own houses. They followed the engineering process cycle, which involved designing, building, and testing their creations in collaboration with a partner. Throughout each stage, they demonstrated their negotiation skills, problem-solving abilities, and aptitude for developing appropriate solutions.
To assess the suitability of each house, we replicated the corresponding climates. Tropical houses were evaluated based on their ability to keep a tissue dry while water was poured over them. Hot/arid houses were tested by observing their capability to prevent an ice cube from melting when exposed to sunlight. Finally, snowy/cold houses were assessed by determining whether they could keep melted butter from solidifying. Students anxiously awaited the results as their designs underwent testing. To their relief and credit, the majority of houses successfully withstood the challenges. Well done, everyone!