Dear Parents and Carers
Based on advice from the Victorian Chief Health Officer, some significant changes have been made to how cases of COVID-19 and contacts of cases are managed in schools as we reach the 90% double dose milestone for eligible people in the coming days.
Schools will continue the process of identifying contacts of a confirmed case of COVID-19 at schools; contacts will no longer be contacted by the Department of Health with quarantine requirements. If your child is identified as a contact the school will contact you directly.
Contacts will be required to complete a standard (PCR) test within 24 hours from when they are identified by the school as a contact.
If the PCR test returns a negative result, the student can immediately return to school, with evidence of the negative result provided to the school.
It is strongly recommended that contacts complete five days of rapid antigen tests in the morning before they attend school.
You will be able to obtain these testing kits from testing centres from Monday 22 November if your child is required to complete a standard PCR test.
Where students are currently in quarantine due to an existing school exposure, they will be able to provide evidence of a negative standard PCR test and return to school following the instructions above.
In exceptional circumstances the Department of Health may determine that contacts in significant school outbreaks are still required to quarantine for seven days. In this scenario, students will be notified directly of any additional quarantine arrangements.
Face masks will now only be required by staff, visitors and Grades 3 to 6 students in an indoor space within a primary school (or schools which have primary students such as P-12 school).
The wearing of masks remains recommended elsewhere where physically distancing cannot be maintained.
As we head into the final few weeks of the school year, please continue to care for yourself and those around you.
Miss Bell was thrilled to welcome the 2022 Foundation students to her classroom this week for their first Leap into Learning session. They had a wonderful time exploring their new environment and were very excited to receive their new Leap into Learning t-shirts. Miss Bell can't wait to see the her new students again next week.
Respectful Relationships is an initiative to support schools and early childhood education settings to promote and model respect and equality. It also supports educators to teach our children how to build healthy relationships, resilience and confidence.....
Resilience, Rights and Respectful Relationships document for F-6 may be found at this link.
The resources have been developed by experts from Deakin University and the University of Melbourne. These age -appropriate resources support curriculum delivery and include lesson plans and activities that help students learn and practice social skills and apply them in a positive way to learning, life and relationships.
The materials cover eight social and emotional learning topics to support the delivery of respectful relationships content through the Victorian curriculum.
The resources support a whole of school approach to creating equal and respectful attitudes, behaviours, structures and practices across the school culture and ethos.
*Please see the aims and research behind what will be explored in Grade ¾ and 4/5 this Term.
Gender and Identity
Activities will assist students to:
of the media and literature in the construction
of gender norms
in their lived environments.
Research shows that children become aware of gender
at an early age, being well aware of gender norms and
making efforts to fit within gendered expectations by
the time they are in kindergarten.16 As young children
learn about gender, they may also begin to enact
sexist values, beliefs and attitudes.16–20. They may,
for example, insist that some games are for boys and
others for girls, and actively reject peers from certain
games. This means that it is important to commence
work on building positive gender relationships within
these early years. Classroom activities can be used
to help children to explore gender identity, challenge
stereotypes, and to learn to value and show respect for
diversity and difference, and learn how to apply these
attitudes within respectful gender relationships.
Further reading and activities
a short list and with synopsis of picture story books
that break transitional stereotyping. http://www.naeyc.
to challenging gender norms about what it means to be
a girl. The YouTube based resource has a range of short
videos that takes the limiting phrase ‘like a girl’ and
reframes it as a positive statement.
Positive Gender Relations
Activities will assist students to:
including physical, verbal and psychological
targets, witnesses and perpetrators
inclusive behaviours look like in action informed by
responses (safely end, intervene or withdraw)
strategies that can be used when encountering
uncomfortable or unsafe situations involving
peers or adults.
The development of empathy is pivotal in the
prevention of discrimination and violence. Peers who
have an empathetic engagement with the target of
violence are more likely to proactively respond with
acts of support or kindness. Those with rights affirming
attitudes are less likely to engage in gender-based
violence.29, 30 Teachers with higher levels of empathy
and greater awareness of the effect that violence can
have on victims are more likely to intervene when they
see or hear about instances of bullying.31
Continuing to develop students’ emotions vocabulary
and encouraging them to monitor emotions in
themselves and others, helps to build empathy.
Web links for further reading and activities
professional development tools and lessons to support
a LGBT-inclusive approach to creating respectful and
supportive primary schools for all students and their
families. This resource has a range of statements for
children to use in the face of verbal gender-based
violence. Welcoming Schools
talk about safety and institutional responses to their
safety concerns is an Australian report about
how children and young people aged 4–18 years
understand safety in institutions such as schools.
students, parents and teachers to help identify,
challenge and seek assistance in the face of bullying
behaviour. Bully Stoppers
Australian kids and young people aged 5–25 years.
developing coping skills. Be You
package for schools and families that aims to enhance
early intervention mental health support for children
and young; increase engagement of parents and carers
with schools to more effectively support their child’s
mental health; and develop clear and effective referral
pathways between schools and community youth and
mental health services. Safeminds