Chewton Primary School is situated on Djaara Country.
We acknowledge the Dja Dja Wurrung people, the custodians and caretakers of the land. We thank them for the care they have taken and continue to take of Country: the rivers, mountains, trees and animals. We pay our respects to elders past, present and emerging.
We commit to Be Brave and Make Change.
29 July Preparation for Puberty Grade 5-6
29 July Prep-1-2 Dinosaur excursion Harcourt PS
29 July Bike Ed grade 3-6 (No bikes needed this week- info session only)
5 August 3-4 Camp- final payment due
10-12 August Lady Northcote Camp Grade 3-4
12 August Sushi
10 & 24 August, 7 Sept & 12 October Connecting Country Workshops Grade P-2
29 July, 5 August, 19 August, 26 August, 2 September P4P Grade 5-6 students
8-9 September Boomerang Camp Grade 2
9 September Tennis Hotshots Grade 3-6
Anyone who can lend assistance to the small group of parents who are digging up the garden bed outside the old office to make way for the new ramp would be very welcome and any effort much appreciated.
There are gorgeous bulbs & native plants to be dug up carefully, and re-planted throughout the garden to brighten up the corners of the school & encourage good pollinators.
The coffee pots and teapots will be hot and fresh, there’ll be biscuits & vegan friendly biscuits too.
Tomorrow morning (Friday) from school drop off onward, and Tuesday morning from school drop off onward, hope to see you there!
Stage 1 of the project: The 5-6 class are in the art room. Kitty and Bernadette are in the small meeting/ resource room.
Entrance to the school grounds via the front gate or western carpark. NO access to the office or school via the western end.
These dates are projections but give our community an idea
Stage 1 4th August- 19 October Eastern end of building
Stage 2 21 October- 23 January Western end of building
Eastern car park closed to school traffic in Stage 1
Western Carpark closed to school traffic in Stage 2
Pick up and Drop off: Quick kiss and drop/ pick up in the bus zone 8:30-3:40 only.
Students from grade P-4 have been working together in some PE, Writing and Maths sessions. This fosters positive relationships, inclusion, connections and resilience.
Here are the introductions for our Information texts:
Swing of Doom
Scared, weightless, I dropped, for a few seconds the harness doesn’t hurt- then a sudden jolt brings me back to Earth. Heart pounding, temples throbbing, my voice caught in my throat. I plummet down to my death. Or do I? Welcome to camp Angahook.
By Otis ⅚
Giant Swing
Blood rushes through your veins, you're all strapped in, the rest of your group is pulling you up, up, up you want to go all the way to the top.
3,2,1 Snap! The rope is released. You feel that you are going to plummet straight into the ground. Suddenly the rope catches you and you go swinging, the wind blowing through your hair, and you start laughing. When you come down, Tim asks you if you want to go again and you shout, ‘Yes!’
By Aphrodite
Archery
‘Thwack’, the arrow pierces the targets hard skin, a stifled cheer echoes up from the small crowd of onlookers that sit patiently waiting for their turn. ‘Thwack’, another arrow soars through the air. ‘Twang’, the arrow completely misses…Landing safely on a hay bail perched above the target. A small trickle of clapping begins then stops abruptly, like a golf crowd. Red faced I try again. I reach for another arrow, this time my arrow spins, dips then flies into the yellow center of the target, a small smirk drifts across my face. I lumber over to my target and slowly un- pick my arrows. I hand my bow back to Richie along with my arrows, and graciously sit back down. Good fun, but nothing like the fun yet to come!
By Arkie
ANGAHOOK
WERE THE FUN IS JUST THE BEGiNNING
Come to Angahook and ‘Go Ride a Wave’ and surf the ‘Shipwreck Coast’. Visit the lighthouse and scale the 130 stairs. Get harnessed and let everyone pull you up the giant swing.
Lean back and abseil the wall or climb up and catch the zipline.
Work together and do the low ropes.Pull the arrow back and get a bullseye in archery .
Everything you can imagine is here and waiting for you!
By Cody
Victoria’s Child Safe Standards are a set of mandatory requirements to protect children and young people from harm and abuse. The Child Safe Standards commenced in Victoria in January 2016. Changes have been made to make our Standards even stronger. The new Child Safe Standards came into force on 1 July 2022 and organisations now need to comply with these new Standards. As part of our School Review in Term 1 our school was found to be compliant in all areas of the Child Safe Standards. We are now beginning our work to ensure that we meet all the updated Child Safe Standards. Information about the standards can be found here.
We will keep you informed in our school newsletters and at school council meetings.
Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued. Click here for details about Child Safe Standard 1
Standard 2
Child safety and wellbeing is embedded in organisational leadership, governance and culture. Click here for details about Child Safe Standard 2
Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously. Click here for details about Child Safe Standard 3
Families and communities are informed and involved in promoting child safety and wellbeing. Click here for details about Child Safe Standard 4
Equity is upheld and diverse needs respected in policy and practice. Click here for details about Child Safe Standard 5
People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice. Click here for details about Child Safe Standard 6
Processes for complaints and concerns are child-focused. Click here for details about Child Safe Standard 7
Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training. Click here for details about Child Safe Standard 8
Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed. Click here for details about Child Safe Standard 9
Implementation of the Child Safe Standards is regularly reviewed and improved. Click here for details about Child Safe Standard 10
Policies and procedures document how the organisation is safe for children and young people. Click here for details about Child Safe Standard 11
This week, your child learned about being “excited” and the Kimochis® kotowaza or
Japanese proverb—that accompanies this feeling: “Fun has to be fun for everyone.”
This kotowaza inspires and encourages children to feel the positive energy of fun and
excitement. Your child also learned how to control excited feelings. Play is an activity that
is very exciting for young children. When children get really excited, they might engage in
what is called “rough-and- tumble play.” Rough-and-tumble play helps children learn about
their bodies. It can also serve as an outlet for active children and helps develop the frontal
lobe of the brain, which is used to regulate behavior. This style of play teaches children to
both display and read body language that indicates when play needs to change or end.
Your child learned the tool called “Stop Hands,” which is a means to let friends know
when the current form of play has gotten to be too much. Stop Hands nonverbally say,
“I like you, but let’s play something else.” These are the four steps for Stop Hands:
1. Take a step back to make space.
2. Put up hands in a friendly way close to the body, palms facing out, fingers spread, to
gently indicate, “Stop.”
3. Use a Talking Voice and Face to speak the person’s name.
4. Say, “Stop, let’s play something else.”
See the next column for ways your entire family can learn from this week’s lesson!
You have permission to Reproduce and share THIS PAGE
Common Language
Stop Hands: Hold hands up near body in a friendly way that nonverbally says, “Please stop”
Coach Excited Feelings During the Day
• Guide your child to use Stop Hands when you notice that play has gotten too wild for your child.
• Acknowledge when your child uses Stop Hands to let friends or siblings know that the play is no
longer fun. “I admire how you used your Stop Hands to let Ben know the play was too wild.”
• Acknowledge your child when he/she is enjoying excited feelings, but is staying inbounds with voice volume and body actions.
Family Fun: Playful Ways to Practice
• Excited Dance Party. Dancing to music can create excited feelings. Do an “Excited Dance” to fun, playful music. Start with a little excitement and slowly build up to BIG excitement. End by slowing down the movement to a “little excited” again, to help your child learn to control his/her body and actions.
• Excited Countdown. When you have an upcoming event (family trip, family reunion, fun party) that is exciting for all your family members, do a countdown on your calendar. Each day, count how many more days there are until the exciting event. When it finally arrives, everyone can talk about how excited they are for the event.
• Hot and Cold. On days that your child gets a special treat, tell your child that you will hide the treat somewhere in the house. (Unless, of course, it is ice cream!) Tell your child to look for it. As he/she gets closer to the hiding place, say, “Warmer, warmer, hot!” If your child is getting far away from the hiding place, say, “Colder, cold.” Continue until your child finds the treat. Then celebrate the excitement together!
Dear parents, please put Thursday 18th August on your calendar to attend an information session on parenting anxious children. ARC Victoria are running a session for teachers and we would love to see lots of parents attending the 6pm session. We know that anxiety is a growing issue for children and adults and this session is a great opportunity to learn more.